An exploratory PLS study of the academic success/failure

Bibliographic Data

ID7368307
AuthorsMário Bastos (0000-0001-9217-1859, Polytechnic Institute of Cávado and Ave), Teresa Abreu (0000-0001-6299-0730, Polytechnic Institute of Cávado and Ave), Estela Vilhena (0000-0002-3063-5117), Estelha Vilhena (Polytechnic Institute of Cávado and Ave), Joaquim Gonçalves (0000-0003-2219-1816, Polytechnic Institute of Cávado and Ave), Mariana Carvalho (0000-0002-6749-0900, Polytechnic Institute of Cávado and Ave)
Year2020
Volume15
Issue32
Pages83-105
Publication date2020-05-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Contemporânea de Educação (JOURNAL)
Journal identifiersISSN: 1809-5747
PublisherFederal University of Rio de Janeiro (PUBLISHER • BR)
DOI10.20500/rce.v15i32.29056
OpenAlexW3032419773
LanguageEN
Citations received1
References cited8

Strategies to combat academic failure in higher education rely on the identification and on the knowledge of the causes associated with it. To identify these causes, a questionnaire survey was implemented in a Higher School of Technologies and Engineering. Student-related aspects were those that exhibited the greatest impact on academic success/failure. Teachers and institution/curriculum exhibited an indirect impact through mediation by student-related aspects. Other variables were identified with a negative residual impact on academic success, such as: be displaced from the habitual residence, dislike to study and be a male. With a slightly more relevant impact, emerged the sleep time on the eve of the tests

Exploratory research · Mathematics education · Social science · Sociology · Psychology · Technology and Data Analysis

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