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Adapting as I go: An analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education

2022-09-28Artigo científico Acesso aberto
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datacite.subject.fosCiências Sociais::Ciências da Educação
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.authorCampos, Mafalda
dc.contributor.authorPeixoto, Francisco
dc.contributor.authorBártolo-Ribeiro, Rui
dc.contributor.authorAlmeida, Leandro S.
dc.contributor.authorPeixoto, Francisco
dc.contributor.authorAlmeida, Leandro
dc.date.accessioned2026-05-07T15:36:36Z
dc.date.available2026-05-07T15:36:36Z
dc.date.issued2022-09-28
dc.description.abstractTransition 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.por
dc.identifier.citationCampos, M., Peixoto, F., Bártolo-Ribeiro, R., & Almeida, L. S. (2022). Adapting as I go: An analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education. Education Sciences, 12(10). https://doi.org/10.3390/educsci12100658
dc.identifier.doi10.3390/educsci12100658
dc.identifier.issn2227-7102
dc.identifier.urihttp://hdl.handle.net/10400.12/13949
dc.language.isoeng
dc.peerreviewedyes
dc.publisherMDPI AG
dc.relation.ispartofEducation Sciences
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectacademic expectations
dc.subjectself-efficacy
dc.subjecthigher education adaptation
dc.subjectstructural equation modelling
dc.titleAdapting as I go: An analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher educationpor
dc.typejournal article
dspace.entity.typePublication
oaire.citation.issue10
oaire.citation.titleEducation Sciences
oaire.citation.volume12
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNamePeixoto
person.familyNameAlmeida
person.givenNameFrancisco
person.givenNameLeandro
person.identifier697288
person.identifier.ciencia-idAD1E-94B0-3055
person.identifier.orcid0000-0001-9729-7477
person.identifier.orcid0000-0002-0651-7014
person.identifier.ridB-3040-2011
person.identifier.scopus-author-id6602098501
person.identifier.scopus-author-id7102247228
relation.isAuthorOfPublication30b8c336-f0e8-49b1-b64c-20b658ccb218
relation.isAuthorOfPublication8ef45a96-b9be-4e7d-8aaf-a31ada2ca509
relation.isAuthorOfPublication.latestForDiscovery30b8c336-f0e8-49b1-b64c-20b658ccb218

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