Exploring first‐year academic achievement through structural equation modelling

By Kirsten McKenzie *, K. Gow, R. Schweitzer. 2004

168 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/66be156e399202cb076067b93a82a9fa5319b851

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. A. Vedel
2. Kathryn Bartimote-Aufflick
3. L. Smith
4. Adam J. Bridgeman
5. F. Oort
6. Manjula D. Sharma
7. Richard A. Walker

In Computer Science Applications

1. F. Oort
2. Anneke Vrugt

In Developmental and Educational Psychology

1. J. Gonzalez-pienda
2. Kathryn Bartimote-Aufflick
3. Pedro Rosário
4. L. Smith
5. Adam J. Bridgeman
6. A. Lourenço
7. Antonio Valle
8. F. Oort

Citations in the corpus

• Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model (2013, background): “1992) and in the university (McKenzie et al. 2004) have revealed a complex net interrelating individual factors, learning strategies, SRL, self-efficacy, and academic performance.”
• Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, result): “In line with this, several recent studies reported a positive effect of effort investment on academic achievement (Dupeyrat and Martiné 2005; Elliot et al. 1999; McKenzie et al. 2004; Wolters 2004).”
• The Relationship between Self - efficacy and Academic Performance in the Context of Gender among Albanian Students (2013, background): “Different researches indicate that the way learners make use of the learning strategies increases their academic achievements (Hwang and Vrongistinos 2002; McKenzie, Gow, and Schweitzer 2004; Pressley, Borkowski, and Schneider 1987; Rollnick et al. 2008; Yip and Chung 2005).”
• The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, background): “Highly conscientious students tend to show up for class more often than less conscientious students (Chamorro-Premuzic & Furnham, 2003a; Conard, 2006) and also employ learning strategies to a greater extent (McKenzie et al., 2004).”
• The study, evaluation, and improvement of university student self-efficacy (2016, background): “…et al. (2007), Jones (2008), Jones et al. (2010), Joo, Lim, and Kim (2013), Jungert and Rosander (2010), Kim (2012), Lane, Hall, and Lane (2004), McKenzie, Gow, and Schweitzer (2004), McKenzie and Schweitzer (2001), Merchant et al. (2012), Nausheen and Richardson (2013), Purzer (2011), Putwain,…”
• Determinants of International Students’ Academic Performance (2010, background): “A number of studies have shown that it plays a dominant role in predicting students’ learning outcomes (McKenzie and Schweitze 2001; McKenzie, Gow and Schweitzer 2004).”
• The influence of personal networks and social support on study attainment of students in university education (2008, background): “The higher the students are motivated, the higher their academic performance (Archer et al. 1999; Eppler et al. 2000; Hofman and Van den Berg 2004; McKenzie et al. 2004; Robbins et al. 2004; Zeegers 2004).”