Adaptability, Engagement and Academic Achievement at University

Autor/inn/en	Collie, Rebecca J.; Holliman, Andrew J.; Martin, Andrew J.
Titel	Adaptability, Engagement and Academic Achievement at University
Quelle	In: Educational Psychology, 37 (2017) 5, S.632-647 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1231296
Schlagwörter	Adjustment (to Environment); Personality Traits; Learner Engagement; Academic Achievement; Foreign Countries; Undergraduate Students; College Freshmen; Higher Education; Universities; Questionnaires; Structural Equation Models; Student Surveys; Student Motivation; Secondary School Students; Educational Psychology; Factor Analysis; Maximum Likelihood Statistics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulleistung; Ausland; Studienanfänger; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Fragebogen; Schülerbefragung; Schulische Motivation; Sekundarschüler; Erziehungspsychologie; Pädagogische Psychologie; Faktorenanalyse
Abstract	University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students' adaptability is associated with their behavioural engagement at university, and the extent to which both are associated with subsequent academic achievement. A conceptual model reflecting this pattern of predicted relations was developed and tested using structural equation modelling. First-year undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at the beginning of their first year. Following this, students' academic achievement was obtained from university records at the end of Semester 1 and 2 of first-year university. Findings showed that adaptability was associated with greater positive behavioural engagement (persistence, planning, and task management) and lower negative behavioural engagement (disengagement and self-handicapping). Moreover, negative behavioural engagement was found to inversely predict academic achievement in Semester 1, which predicted academic achievement in Semester 2. The educational implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01