Publication

First-year university students’ academic success: The importance of academic adjustment

van Rooij, E., Jansen, E. & van de Grift, W., Oct-2018, In : European Journal of Psychology of Education. 33, 4, p. 749–767 19 p.

Research output: Contribution to journalArticleAcademicpeer-review

Considering the pivotal role of academic adjustment for student success, it is important to gain insight into how several motivational and behavioural factors affect academic adjustment and the extent to which academic adjustment influences student success. This empirical study investigated how intrinsic motivation, academic self-efficacy, self-regulated study behaviour and satisfaction with the chosen degree programme influenced academic adjustment in university and how these variables and adjustment affected three important indicators of student success: grade point average (GPA), attained number of credits (ECTS) and intention to persist. The sample consisted of 243 first-year university students in the Netherlands. Structural equation modelling showed that academic adjustment was influenced by intrinsic motivation, self-regulated study behaviour and degree programme satisfaction, which together explained 72% of the variance in adjustment. Motivational and behavioural variables did not influence GPA and credits directly but through academic adjustment. Furthermore, only satisfaction with the degree programme predicted intention to persist. These results point to the importance of academic adjustment in predicting university GPA and credits and the pivotal role of satisfaction with the degree programme in predicting intention to persist. Universities could integrate the development of self-regulated study skills—the biggest contributor to academic adjustment—in the first-year programme. Moreover, looking at the importance of students’ satisfaction with the programme, communication and collaboration between secondary schools and universities should be enhanced in order to help students to choose a university degree programme that matches their abilities, interests and values.
Original languageEnglish
Pages (from-to)749–767
Number of pages19
JournalEuropean Journal of Psychology of Education
Volume33
Issue number4
Early online date4-Nov-2017
Publication statusPublished - Oct-2018

    Keywords

  • HIGHER-EDUCATION, LEARNING QUESTIONNAIRE, MOTIVATED STRATEGIES, CONCEPTUAL-FRAMEWORK, COLLEGE ADJUSTMENT, SECONDARY-SCHOOL, SELF-EFFICACCY, PERFORMANCE, METAANALYSIS, ACHIEVEMENT

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