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Academic self-efficacy, self-esteem, and grit in higher online education: consistency of interests predicts academic success.
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Catalogue Record 83894
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Catalogue Record 83894
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Catalogue Information
Field name
Details
Nuova numerazione
83894
Collocazione
UPS BIBL CENTR 39-C-2708
Autore
NERONI, J.
Titolo
Academic self-efficacy, self-esteem, and grit in higher online education: consistency of interests predicts academic success. Parte componente di periodico
Descrizione fisica
pp. 951-975.
Nota generale
Estratto da: Social Psychology of Education 2022, 25, 4.
Riassunto
Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success within traditional education. In higher online education, information on these relationships is lacking, while this group of learners is growing in size and importance. We therefore investigated the total as well as the unique predictive value of academic self-efficacy, self-esteem, and grit on academic success in higher online education. Moreover, mediation effects were investigated. Students of a higher online education university in the Netherlands participated (N = 2027, age 18–80 years) in this observational study. Participants filled out online questionnaires on the variables of interest and potential confounding variables at baseline. Academic success was measured objectively through information provided by the exam registration office and operationalized in three variables: exam attempt, study progress, and academic performance. Logistic regression analyses showed that consistency of interests significantly predicted exam attempt (B = .43, p < .001). Generalized multiple linear regression analyses with negative binomial distribution showed that consistency of interests was a significant predictor of study progress (B = .16, p < .001). Mixed model analyses revealed no significant predictors for academic performance (ps > .06). The fact that of our three predictors solely consistency of interests was found to be predictive for academic success indicates that online educational institutes should pay attention to consistency of interests of their students to improve the academic success rates.
Tipo di documento
RICERCA.
Soggetto
ISTRUZIONE A DISTANZA.
INTERESSI.
SCUOLA SUPERIORE.
SUCCESSO.
UNIVERSITÀ.
AUTOEFFICACIA.
PAESI BASSI.
AUTOSTIMA.
Ambito
Pedagogico
Autore Secondario
MEIJS, C.
KIRSCHNER, P.A.
XU, K.
M. DE GROOT, R.
Titolo correlato
Social Psychology of Education 2022, 25, 4.
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