A study of accounting students' motives, expectations and preparedness for higher education

By Marann Byrne, Barbara J. Flood. 2005

254 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/49ac38cca5e0c1fc48733613a754dfd1260328a4

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Citations in the corpus

Examining the relationships among background variables and academic performance of first year accounting students at an Irish University (2008, methodology): “Previously, it was reported that students on the specific accounting degree program which is featured in the current research, are highly motivated at the outset of their studies (Byrne & Flood, 2005).”
From further to higher education: transition as an on-going process (2017, background): “As Byrne & Flood (2005) suggest, learning approaches “are dynamic and are influenced by the learning environment and an array of personal factors including students’ prior learning experiences” (212).”
A Literature Review of the Impact of Extracurricular Activities Participation on Students’ Academic Performance (2014, background): “…the determinants of students’ academic performance may identify existing students who are at risk of academic failure and minimize the likelihood of admitting students whose skill sets are not suited to an accountancy degree programme (Byrne & Flood, 2005; Gammie et al., 2003; Koh & Koh, 1999).”
Factors influencing success in first-year accounting at a South African university: A comparison between lecturers’ assumptions and students’ perceptions (2009, background): “Previous studies have shown that leisure activities and part-time work may affect students’ ability to manage their time effectively, even if they are full-time students (Byrne & Flood, 2005).”
The first semester of university life; ‘will I be able to manage it at all?’ (2011, background): “In Ireland, the scholarship of teaching and learning and more policy oriented institutional research have been underdeveloped and as a result there is a paucity of research in this area (but see Kirby and McElroy 2003; Byrne and Flood 2005 and Blaney and Mulkeen 2008).”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “Students' academic self-efficacy can enhance feelings of preparedness for university and facilitate successful transitions (Byrne & Flood, 2005) and is related to academic achievement (Brouwer, Jansen, Flache, & Hofman, 2016; Honicke & Broadbent, 2016; Richardson, Abraham, & Bond, 2012).”