User menu

Accès à distance en utilisant le proxy de l'UCL :

Achievement among first-year university students: an integrated and contextualised approach

  • Open access
  • PDF
  • 166.75 K
  1. Appleton James J., Christenson Sandra L., Furlong Michael J., Student engagement with school: Critical conceptual and methodological issues of the construct, 10.1002/pits.20303
  2. Arulampalam Wiji, Naylor Robin, Smith Jeremy, Factors affecting the probability of first year medical student dropout in the UK: a logistic analysis for the intake cohorts of 1980-92, 10.1046/j.1365-2929.2004.01815.x
  3. Bandura, A. (1997). Self-efficacy: The exercise of control. New-York: Freeman.
  4. Biémar Sandrine, Philippe Marie-Christelle, Romainville Marc, L’injonction au projet : paradoxale et infondée ? : Approche longitudinale du choix d’études supérieures, 10.4000/osp.3167
  5. BIGGS J. B., THE ROLE OF METALEARNING IN STUDY PROCESSES, 10.1111/j.2044-8279.1985.tb02625.x
  6. Bong Mimi, Skaalvik Einar M., 10.1023/a:1021302408382
  7. Boudrenghien, G., Frenay, M., Bourgeois, E. (in press). La transition de l’enseignement secondaire vers l’enseignement supérieur [Transition from high school to college]. In S. Neuville, M. Frenay, B. Noël V. Wertz (Ed.), Persévérer et réussir à l’Université [Persistence and Performance at University]. Louvain-la-Neuve: Presses Universitaires de Louvain.
  8. Braxton John M., Milem Jeffrey F., Sullivan Anna Shaw, The Influence of Active Learning on the College Student Departure Process: Toward a Revision of Tinto's Theory, 10.2307/2649260
  9. Bressoux Pascal, Modélisation statistique appliquée aux sciences sociales, ISBN:9782804157142, 10.3917/dbu.bress.2010.01
  10. Bruinsma Marjon, Motivation, cognitive processing and achievement in higher education, 10.1016/j.learninstruc.2004.09.001
  11. Cabrera Alberto F., Nora Amaury, Castaneda Maria B., College Persistence: Structural Equations Modeling Test of an Integrated Model of Student Retention, 10.2307/2960026
  12. Chemers Martin M., Hu Li-tze, Garcia Ben F., Academic self-efficacy and first year college student performance and adjustment., 10.1037/0022-0663.93.1.55
  13. Crede M., Roch S. G., Kieszczynka U. M., Class Attendance in College: A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics, 10.3102/0034654310362998
  14. DaDeppo Lisa M. W., Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities, 10.1111/j.1540-5826.2009.00286.x
  15. DeBerard, M. S., Spielmans, G. I., & Julka, D. C. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38(1), 66–80.
  16. Deci Edward L., Ryan Richard M., The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior, 10.1207/s15327965pli1104_01
  17. Díaz Rolando J., Glass Carol R., Arnkoff Diane B., Tanofsky-Kraff Marian, Cognition, anxiety, and prediction of performance in 1st-year law students., 10.1037/0022-0663.93.2.420
  18. Dollinger Stephen J., Matyja Anna M., Huber Jamie L., Which factors best account for academic success: Those which college students can control or those they cannot?, 10.1016/j.jrp.2007.11.007
  19. Donche, V., De Maeyer, S., Van Petegem, P. (2007). Teachers’ conceptions of learning and teaching and their effect on student learning. Education-line. .
  20. Eccles Jacquelynne S., Wigfield Allan, Motivational Beliefs, Values, and Goals, 10.1146/annurev.psych.53.100901.135153
  21. Elias Steven M., MacDonald Scott, Using Past Performance, Proxy Efficacy, and Academic Self-Efficacy to Predict College Performance, 10.1111/j.1559-1816.2007.00268.x
  22. Fass Michael E., Tubman Jonathan G., The influence of parental and peer attachment on college students' academic achievement, 10.1002/pits.10050
  23. Fenollar Pedro., Román Sergio., Cuestas Pedro J., University students' academic performance: An integrative conceptual framework and empirical analysis, 10.1348/000709907x189118
  24. Finn Jeremy D., Rock Donald A., Academic success among students at risk for school failure., 10.1037/0021-9010.82.2.221
  25. Galand Benoît, Le rôle du contexte scolaire et de la démotivation dans l’absentéisme des élèves, 10.7202/011773ar
  26. Galand, B., & Frenay, M. (2005). L'approche par problèmes et par projets dans l'enseignement supérieur: Impact, enjeux et défis [Problem and project based learning in Higher Education: Impact, issues, and challenges]. Louvain-la-Neuve: Presses Universitaires de Louvain.
  27. Galand Benoît, Philippot Pierre, Style motivationannel des évèves du secondaire: Developpement d'un instrument de mesure et relations avec d'autres variables pédagogiques., 10.1037/h0087179
  28. Galand Benoît, Philippot Pierre, L'école telle qu'ils la voient: Validation d'une mesure des perceptions du contexte scolaire par les élèves du secondaire., 10.1037/h0087251
  29. Galand, B., & Vanlede, M. (2004). Le sentiment d’efficacité personnelle dans la formation: Quel rôle joue-t-il ? D’où vient-il? Comment intervenir ? [Self-efficacy beliefs in education: What role do they play? Where do they come from? How to intervene?] Savoirs, Hors-série « Autour de l’oeuvre d’Albert Bandura », 91-116.
  30. Galand, B., Bourgeois, E., Frenay, M. (2003). Instructional and motivational influences on deep learning: Contrasting theoretical models in higher education. Paper presented at the annual meeting of the American Educational Research Association, Chicago, USA.
  31. Galand, B., Neuville, S., & Frenay, M. (2005). L’échec à l’université en Communauté française de Belgique: comprendre pour mieux prévenir [Failure at university in the French speaking Community of Belgium]. Cahiers de recherche en éducation et formation, 39, 5–17.
  32. Galand, B., Raucent, B., & Frenay, M. (2010). Engineering students' self-regulation, study strategies, and motivational beliefs in traditional and problem-based curricula. International Journal of Engineering Education, 26(3), 1–12.
  33. Germeijs Veerle, Verschueren Karine, High School Students’ Career Decision-Making Process: Development and Validation of the Study Choice Task Inventory, 10.1177/1069072706286510
  34. Germeijs Veerle, Luyckx Koen, Notelaers Guy, Goossens Luc, Verschueren Karine, Choosing a major in higher education: Profiles of students’ decision-making process, 10.1016/j.cedpsych.2011.12.002
  35. Hackett Gail, Betz Nancy E., Casas J. Manuel, Rocha-Singh Indra A., Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering., 10.1037/0022-0167.39.4.527
  36. Hausmann Leslie R. M., Ye Feifei, Schofield Janet Ward, Woods Rochelle L., Sense of Belonging and Persistence in White and African American First-Year Students, 10.1007/s11162-009-9137-8
  37. Husman Jenefer, Lens Willy, The role of the future in student motivation, 10.1207/s15326985ep3402_4
  39. Kuncel N. R., Crede M., Thomas L. L., The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature, 10.3102/00346543075001063
  40. Larose Simon, Robertson Donald U., Roy Roland, Legault Frederic, 10.1023/a:1018776917403
  41. Lee V. E., Burkam D. T., Dropping Out of High School: The Role of School Organization and Structure, 10.3102/00028312040002353
  42. Lens, W. (1993). La signification motivationnelle de la perspective future [Motivational meaning of future perspective]. Revue québécoise de psychologie, 13(1), 69–84.
  43. Lens, W., Simons, J., & Dewitte, S. (2002). From duty to desire: The role of students' future time perspective and instrumentality perceptions for study motivation and self-regulation. In F. Pajares & T. Urdan (Eds.), Adolescence and education. Vol. 2. Academic motivation of adolescents. Greenwich: Information Age Publishing.
  44. Lizzio Alf, Wilson Keithia, Simons Roland, University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice, 10.1080/03075070120099359
  45. Mannan Muhammad Abdul, 10.1023/a:1004186830125
  46. Marks H. M., Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years, 10.3102/00028312037001153
  47. Miller Raymond B., Brickman Stephanie J., A Model of Future-Oriented Motivation and Self-Regulation, 10.1023/b:edpr.0000012343.96370.39
  48. Minnaert Alexander, Janssen Piet J, The additive effect of regulatory activities on top of intelligence in relation to academic performance in higher education, 10.1016/s0959-4752(98)00019-x
  49. Neuville Sandrine, Frenay Mariane, Bourgeois Etienne, Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students, 10.5334/pb-47-1-95
  50. Neuville Sandrine, Frenay Mariane, Schmitz Julia, Boudrenghien Gentiane, Noël Bernadette, Wertz Vincent, Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement, 10.5334/pb-47-1-31
  51. Nota Laura, Soresi Salvatore, Zimmerman Barry J., Self-regulation and academic achievement and resilience: A longitudinal study, 10.1016/j.ijer.2005.07.001
  52. Osborne Jonathan, Simon Shirley, Collins Sue, Attitudes towards science: A review of the literature and its implications, 10.1080/0950069032000032199
  53. Patrick Helen, Ryan Allison M., Kaplan Avi, Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement., 10.1037/0022-0663.99.1.83
  54. Perry Raymond P., Hladkyj Steven, Pekrun Reinhard H., Pelletier Sarah T., Academic control and action control in the achievement of college students: A longitudinal field study., 10.1037/0022-0663.93.4.776
  55. Phan Huy P., Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: Empirical evidence established, 10.1348/000709908x306864
  56. Pintrich Paul R., de Groot Elisabeth V., Motivational and self-regulated learning components of classroom academic performance., 10.1037/0022-0663.82.1.33
  57. Pirot Laurence, De Ketele Jean-Marie, L'engagement académique de l'étudiant comme facteur de réussite à l'université Étude exploratoire menée dans deux facultés contrastées, 10.7202/000127ar
  58. Price, L., & Richardson, J. T. E. (2003). Why is it difficult to improve student learning? In C. Rust (Ed.), 11th Improving Student Learning Symposium, Improving Student Learning: Theory, Research and Scholarship. Oxford: The Oxford Centre for Staff and Learning Development.
  59. Rayle Andrea Dixon, Kurpius Sharon E. Robinson, Arredondo Patricia, Relationship of Self-Beliefs, Social Support, and University Comfort with the Academic Success of Freshman College Women, 10.2190/r237-6634-4082-8q18
  60. Robbins Steven B., Lauver Kristy, Le Huy, Davis Daniel, Langley Ronelle, Carlstrom Aaron, Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis., 10.1037/0033-2909.130.2.261
  61. Sackett Paul R., Kuncel Nathan R., Arneson Justin J., Cooper Sara R., Waters Shonna D., Does socioeconomic status explain the relationship between admissions tests and post-secondary academic performance?, 10.1037/a0013978
  62. Sandler Martin E., 10.1023/a:1007032525530
  63. Schmitz Julia, Frenay Mariane, Neuville Sandrine, Boudrenghien Gentiane, Wertz Vincent, Noël Bernadette, Eccles Jacquelynne, Étude de trois facteurs clés pour comprendre la persévérance à l’université, 10.4000/rfp.2217
  64. Shell Duane F., Husman Jenefer, Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon., 10.1037/0022-0663.100.2.443
  65. Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 141–163). New York: Guilford.
  66. Simons Joke, Dewitte Siegfried, Lens Willy, The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!, 10.1348/0007099041552314
  67. Sirin S. R., Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research, 10.3102/00346543075003417
  68. Skinner Ellen A., Wellborn James G., Connell James P., What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school., 10.1037/0022-0663.82.1.22
  69. Strauss Linda C., Volkwein J. Fredericks, Predictors of Student Commitment at Two-Year and Four-Year Institutions, 10.1353/jhe.2004.0007
  70. Tinto Vincent, Classrooms as Communities: Exploring the Educational Character of Student Persistence, 10.2307/2959965
  71. Torres José B., Solberg V.Scott, Role of Self-Efficacy, Stress, Social Integration, and Family Support in Latino College Student Persistence and Health, 10.1006/jvbe.2000.1785
  72. Trigwell Keith, Prosser Michael, Towards an Understanding of Individual Acts of Teaching and Learning, 10.1080/0729436970160210
  73. Valle, A., Núñez, J. C., Cabanach, R. G., González-Pienda, J. A., Rodríguez, S., Rosário, P., et al. (2008). Self-regulated profiles and academic achievement. Psicothema, 20(4), 724–731.
  74. Berg M. N. Van Den, Hofman W. H. A., Student Success in University Education: A Multi-measurement Study of the Impact of Student and Faculty Factors on Study Progress, 10.1007/s10734-004-6361-1
  75. Vandamme, J.-P., Superby, J. F., Meskens, N. (2005). Freshers’Achievement : Prediction Methods and Influent Factors. Paper presented at the Higher Education, Multijuridictionality and Globalisation Conference, Mons, Belgium.
  76. Vermunt Jan D., Relations between student learning patterns and personal and contextual factors and academic performance, 10.1007/s10734-004-6664-2
  77. Ward Peter J., Walker James J., The influence of study methods and knowledge processing on academic success and long-term recall of anatomy learning by first-year veterinary students, 10.1002/ase.12
  78. Webster Beverley J., Chan Wincy S. C., Prosser Michael T., Watkins David A., Undergraduates’ learning experience and learning process: quantitative evidence from the East, 10.1007/s10734-009-9200-6
Bibliographic reference De Clercq, Mikaël ; Galand, Benoît ; Dupont, Serge ; Frenay, Mariane. Achievement among first-year university students: an integrated and contextualised approach. In: European Journal of Psychology of Education, Vol. 28, no. 3, p. 641-662 (2013)
Permanent URL