Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/82986
Título: | Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education |
Autor(es): | Campos, Mafalda Peixoto, Francisco Bártolo-Ribeiro, Rui Almeida, Leandro S. |
Palavras-chave: | Academic expectations Self-efficacy Higher education adaptation structural equation modelling |
Data: | 28-Set-2022 |
Editora: | Multidisciplinary Digital Publishing Institute (MDPI) |
Revista: | Education Sciences |
Citação: | Campos, M.; Peixoto, F.; Bártolo-Ribeiro, R.; Almeida, L.S. Adapting as I Go: An Analysis of the Relationship between Academic Expectations, Self-Efficacy, and Adaptation to Higher Education. Educ. Sci. 2022, 12, 658. https://doi.org/10.3390/educsci12100658 |
Resumo(s): | Transition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations. |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/82986 |
DOI: | 10.3390/educsci12100658 |
e-ISSN: | 2227-7102 |
Versão da editora: | https://www.mdpi.com/2227-7102/12/10/658 |
Arbitragem científica: | yes |
Acesso: | Acesso aberto |
Aparece nas coleções: |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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education-12-00658-v2.pdf | 1,46 MB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons