Achievement among first-year university students: an integrated and contextualised approach

By M. De Clercq, Benoît Galand, Serge Dupont, Mariane Frenay. 2013

88 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c1735ce8558718a54b94e12763d579f3e52d7db8

How researchers see this paper

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

In Education

1. E. V. Rooij
2. W. van de Grift
3. E. Jansen
4. M. De Clercq
5. Mariane Frenay
6. Benoît Galand

In Experimental and Cognitive Psychology

1. W. van de Grift
2. E. Jansen
3. E. V. Rooij
4. M. De Clercq
5. Mariane Frenay
6. Benoît Galand

In Social Psychology

1. E. Jansen
2. E. V. Rooij
3. W. van de Grift
4. M. De Clercq
5. Mariane Frenay
6. Benoît Galand

Citations in the corpus

• Transition from high school to university: a person-centered approach to academic achievement (2016, background): “Recent surveys have shed light on the inadequacy of such single-factor analyses for understanding the complex process of academic achievement (Allen et al. 2010; Busato et al. 2000; De Clercq et al. 2013; Eccles and Wigfield 2002; Pintrich 2003).”
• First-year university students’ academic success: the importance of academic adjustment (2018, background): “De Clercq et al. (2013), who used an inclusive approach that took into account several predictors, also reported that self-efficacy was one of the most powerful predictors of GPA at the end of the first year in university.”