Persistence and academic expectations in higher-education students

Abstract

Background: The article focuses on the relationship between students’ expectations and persistence in the context of higher education. It explores the role that high expectations play in increasing the probability of adult students’ persistence, controlling for individual sociodemographic attributes, skills preparation, values, and commitments. Method: A multilevel logistic model was applied to data on 2,697 first-year students who were enrolled in 54 programmes at a Portuguese public university during 2015-2016. Results: The findings suggest that high academic expectations are relevant to older students, since such expectations increase their likelihood of persistence. Being admitted to their first-choice programmes and differences in their study habits also contribute to increasing the probability of persistence. In the presence of such motivational and behavioural attributes, we did not find statistically significant differences according to students’ socioeconomic background or gender. Our results also suggest that the relationship between prior academic achievement and persistence varies randomly across programmes. Conclusions: This institutional research study gives evidence towards the relevance of taking into account the level of programmes/courses in order to support interventions that effectively meet the students´ expectations and, thus, could increase the probability of persistence for all students entering HE.