Psychological resources, dropout risk and academic performance in university students – pattern-oriented analysis and prospective study of Hungarian freshmen
Bibliographic Data
| ID | 21628148 |
|---|---|
| Authors | Tamas Martos (0000-0001-5946-1299, University of Szeged, corresponding author), Balázs Jagodics (0000-0003-4100-5257, University of Szeged), Judit Kőrössy (University of Szeged), Éva Szabó (0000-0001-7804-5549, University of Szeged) |
| Year | 2023 |
| Volume | 42 |
| Issue | 10 |
| Pages | 8051-8065 |
| Publication date | 2023-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Current Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1046-1310 • E-ISSN: 1936-4733 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12144-021-02073-z |
| OpenAlex | W3185592080 |
| Language | EN |
| Citations received | 4 |
| References cited | 68 |
A growing number of studies support the idea that academic performance is based on specific psychological resources and cognitive abilities. As early university dropout is a widespread problem, it is increasingly important to explore which psychological resources can enhance learning, academic motivation, and achievement during the transition from high school to university. The goal of our study was to explore the psychological resources at the start of the studies linked to subsequent academic achievement. Coping mechanisms, time perspective, self-esteem, mindset, motivation, and test anxiety were measured using questionnaires in a voluntary online study among first-year university students ( N = 1113, 53.0 % female). Using exploratory factor analysis, we identified three different factors of psychological resources: ‘Academic achievement focus’, ‘Self-confidence’, and 'Search for interests’. Based on the factor scores, hierarchical cluster analysis identified five subgroups of students. These subgroups showed differential association with first semester GPA and the number of attained credits. The combination of a focus on high academic achievement but low self-confidence could be traced as characteristics predicting the highest risk of decreased achievement and loss of credits. These results indicate that training in psychological resources could support academic achievement and prevent university dropout
Academic achievement · Anxiety · Developmental psychology · Mathematics education · Mindset · Test anxiety · Clinical Psychology · Grit, Self-Efficacy, and Motivation · Perfectionism, Procrastination, Anxiety Studies · Psychological and Temporal Perspectives Research · Psychology · Social Psychology
Education at a Glance 2013
Studying individual Development in An interindividual Context
Society and the Adolescent Self-Image
The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance
Variable-Centered, Person-Centered, and Person-Specific Approaches
Coping Resources, Coping Processes, and Mental Health
Socioecological Psychology
Research and Practice of Student Retention
Test Anxiety and Academic Performance in Undergraduate and Graduate Students.
Relationships between social support and student burnout
General self‐efficacy in various domains of human functioning
The Effect of Non-Intellective Competencies and Academic Performance on School Satisfaction
The Role of Non-intellective Competences and Performance in College Satisfaction
Navigating the College Years
Negotiating the Transition to College
University students, career uncertainty, and the culture of authenticity
Thriving in a self‐made niche
Self-esteem and academic achievement
Striving for Educational and Career Goals During the Transition After High School
Loneliness, Stress, and Social Support in Young Adulthood
Student Self-Efficacy, Classroom Engagement, and Academic Achievement
Returns to Education
Positive affect and the experience of meaning in life
Using Latent Profile Analysis to Identify Noncognitive Skill Profiles Among College Students
The Multidimensional Scale of Perceived Social Support
Putting time in perspective
Self-esteem and persistence in the face of failure
Resources, personal strivings, and subjective well-being
Social and Psychological Resources and Adaptation
The meaning in life questionnaire
School burnout and engagement in the context of demands-resources model
The indirect effects of academic stress on student outcomes through resourcefulness and perceived control of stress
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |