Patterns of Academic Performances and Conceptions of Learning in On-Time, Delayed, and Dropout University Participants: A Cohort Retrospective Study

Autor/inn/en	Vettori, Giulia; Vezzani, Claudio; Bigozzi, Lucia; Pinto, Giuliana
Titel	Patterns of Academic Performances and Conceptions of Learning in On-Time, Delayed, and Dropout University Participants: A Cohort Retrospective Study
Quelle	In: Educational Psychology, 41 (2021) 8, S.1024-1040 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vettori, Giulia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1918643
Schlagwörter	Academic Achievement; Dropouts; Time to Degree; College Freshmen; High School Graduates; Grades (Scholastic); Student Attitudes; Graduate Students; Undergraduate Students; Bachelors Degrees; Masters Degrees; Longitudinal Studies; Correlation; Learning; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studienanfänger; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Notenspiegel; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; 'Bachelor''s degrees'; Bachelor-Studiengang; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Lernen; Ausland; Italien
Abstract	By focussing on previous academic performance (AP) and conceptions of learning (COL), the present study aimed to predict different university outcomes (on-time, delayed, and dropout status). A cohort of 194 participants was followed longitudinally. Only 24 participants had obtained both bachelor's and master's degrees on time; 147 obtained their bachelor's degree on time but had delayed the completion of their master's degree; 23 had dropped out of the university program. Upper-secondary-school students' leaving certificate grades were recorded, and their COL were explored through a validated self-report questionnaire. Later, university outcomes were collected. Discriminant analysis showed that the retrospectively delayed and dropout groups were significantly more likely to hold a conception of "Learning as a reduction of deficit knowledge and passive-receptive role" than on-time participants did. Furthermore, upper secondary leaving certificate grades were not significant predictors of the university outcomes considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01