Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/82986
Registo completo
Campo DC | Valor | Idioma |
---|---|---|
dc.contributor.author | Campos, Mafalda | por |
dc.contributor.author | Peixoto, Francisco | por |
dc.contributor.author | Bártolo-Ribeiro, Rui | por |
dc.contributor.author | Almeida, Leandro S. | por |
dc.date.accessioned | 2023-03-02T10:55:16Z | - |
dc.date.available | 2023-03-02T10:55:16Z | - |
dc.date.issued | 2022-09-28 | - |
dc.identifier.citation | 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 | por |
dc.identifier.uri | https://hdl.handle.net/1822/82986 | - |
dc.description.abstract | 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. | por |
dc.description.sponsorship | This research was funded by the Portuguese National Funding Agency for Science, Research and Technology (FCT), under CIE—ISPA projects UIDP/04853/2020 and UIDB/04853/2020, through national funds of FCT/MCTES-PT. | por |
dc.language.iso | eng | por |
dc.publisher | Multidisciplinary Digital Publishing Institute (MDPI) | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F04853%2F2020/PT | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04853%2F2020/PT | por |
dc.rights | openAccess | por |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | por |
dc.subject | Academic expectations | por |
dc.subject | Self-efficacy | por |
dc.subject | Higher education adaptation | por |
dc.subject | structural equation modelling | por |
dc.title | Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education | por |
dc.type | article | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://www.mdpi.com/2227-7102/12/10/658 | por |
oaire.citationStartPage | 1 | por |
oaire.citationEndPage | 14 | por |
oaire.citationIssue | 10 | por |
oaire.citationVolume | 12 | por |
dc.date.updated | 2022-10-26T11:08:31Z | - |
dc.identifier.eissn | 2227-7102 | - |
dc.identifier.doi | 10.3390/educsci12100658 | por |
dc.subject.wos | Social Sciences | por |
sdum.journal | Education Sciences | por |
oaire.version | VoR | por |
dc.identifier.articlenumber | 658 | por |
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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