适应(眼睛)
调解
自我效能感
结构方程建模
心理学
高等教育
葡萄牙语
比例(比率)
考试(生物学)
纵向研究
社会心理学
社会学
政治学
计算机科学
医学
社会科学
语言学
哲学
物理
古生物学
病理
量子力学
神经科学
机器学习
法学
生物
作者
Mafalda Campos,Francisco Peixoto,Rui Bártolo Ribeiro,Leandro S. Almeida
标识
DOI:10.3390/educsci12100658
摘要
Transition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations.
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