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Related Experiment Video

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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Persistence and Academic Expectations in Higher-Education Students.

Maria E Ferrão1, Leandro S Almeida

  • 1Universidade da Beira Interior, and CEMAPRE.

Psicothema
|October 20, 2021
PubMed
Summary

High academic expectations significantly boost adult student persistence in higher education. Interventions should align programs with student expectations to improve retention rates.

Area of Science:

  • Higher Education Studies
  • Educational Psychology

Background:

  • Examines the critical link between student expectations and persistence in higher education.
  • Investigates how elevated expectations influence adult learners' likelihood of continuing their studies.

Purpose of the Study:

  • To determine the impact of high academic expectations on student persistence.
  • To identify factors influencing persistence beyond sociodemographic attributes, skills, values, and commitments.

Main Methods:

  • Utilized a multilevel logistic model.
  • Analyzed data from 2,697 first-year students across 54 programs at a Portuguese public university (2015-2016).

Main Results:

  • High academic expectations positively correlate with increased student persistence.

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  • Admission to first-choice programs and effective study habits also enhance persistence.
  • Socioeconomic background and gender did not show statistically significant differences in persistence when motivational and behavioral factors were considered.

    • Conclusions:

    • Emphasizes the importance of aligning university programs with student expectations to foster persistence.
    • Suggests institutional research can guide interventions to improve retention across diverse student populations.
    • Highlights that program-level factors and student attributes are key to understanding persistence.