Naslov
What differentiates successful students from those who fail?

Autori
Juretić, Jasminka ; Jakovčić, Ines

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
43. EABCT - Abstract book / - Marakeš, 2013, 200-200

Skup
43rd Annual Congress of European Association for Behavioural and Cognitive Therapies

Mjesto i datum
Marakeš, Maroko, 25.09.2013. - 28.09.2013

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
academic achievement; university students; personality factors; cognitive abilities; gender

Sažetak
The number of young people entering university is increasing, while at the same time many of them stay unsuccessful. In this study we wanted to investigate factors that might contribute to university student academic achievement. Representative sample of 492 freshmen from University of Rijeka were followed-up during five academic years. We have used a set of instruments to check their cognitive abilities, personality factors, motivational factors, as well as learning strategies and habits to check which characteristics best discriminate successful from unsuccessful students. The students who graduated on time after five years at college were considered successful. Those who fail one or more years were considered unsuccessful. The results of discriminant analysis showed no difference between two groups of students in cognitive abilities, personality factors or gender. On the other side, cognitive variables (expectations of success, beliefs that their abilities can help them achieve their goals, negative automatic thoughts related to fear of disappointing parents and fear of failure), and relying on effort in accomplishing academic tasks, can best discriminate successful students from underachieving ones. Successful students are better adjusted when entering college, have higher expectations of their success, believe that their abilities will help them succeed and invest more effort. Unsuccessful students have poor organizational s kills and have higher tendency to procrastinate. The results confirm the significant role of cognitive variables in understanding student underachievement and support implementation of behavioural and cognitive interventions in helping students to adjust to college and improve their academic efficiency.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA