Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation
By Gert Vanthournout, D. Gijbels, Liesje Coertjens, Vincent Donche, Peter Van Petegem. 2012
92 citations recorded by the source corpus.
The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.
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Citations in the corpus
- A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward (2017, background): “Vanthournout et al. (2012) found that the relating and structuring learning strategy and the external regulation strategy both positively predicted academic success in a first-year professional bachelor program in Belgium and that lack of regulation predicted academic success in a negative way.”
- Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation? (2019, methodology): “* Course and teacher specific application (adapted from Belmont et al., 1988; Donche et al., 2012; Ryan & Connell, 1989; Vanthournout et al., 2012); ** Translated from Dutch students’ academic motivation influence self-efficacy and self-regulation?’) a SEM-model was conducted separately for each…”