The predictive role of prior achievements and conceptions of learning in university success: evidence from a retrospective longitudinal study in the Italian context

References

• Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280
   Web of Science ®Google Scholar
• Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill education (UK).
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Mass: Harvard University Press.
   Google Scholar
• Cantoia, M., Giordanelli, C., Pérez-Tello, S., & Antonietti, A. (2011). Imitating, reasoning, discussing. Student conceptions of learning around the world. Nova Science Publishers.
   Google Scholar
• Chan, C. K. K., & Sachs, J. (2001). Beliefs about learning in children’s understanding of science texts. Contemporary Educational Psychology, 26(2), 192–210. https://doi.org/10.1006/ceps.1999.1045
   PubMed Web of Science ®Google Scholar
• Cheng, L. T. W., Armatas, C. A., & Wang, J. W. (2020). The impact of diversity, prior academic achievement and goal orientation on learning performance in group capstone projects. Higher Education Research & Development, 39, 913–925. https://doi.org/10.1080/07294360.2019.1699028
   Web of Science ®Google Scholar
• Daugherty, T. K., & Lane, E. J. (1999). A longitudinal study of academic and social predictors of college attrition. Social Behavior and Personality: An International Journal, 27(4), 355–361. https://doi.org/10.2224/sbp.1999.27.4.355
   Web of Science ®Google Scholar
• De Berard, M. S., Spielmans, G. I., & Julka, D. L. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38, 66–80.
   Google Scholar
• de Palo, V., Monacis, L., Miceli, S., Sinatra, M., & Di Nuovo, S. (2017). Decisional procrastination in academic settings: The role of metacognitions and learning strategies. Frontiers in Psychology, 8, Article 973. https://doi.org/10.3389/fpsyg.2017.00973
   PubMed Web of Science ®Google Scholar
• Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
   Web of Science ®Google Scholar
• Entwistle, N., & Entwistle, D. (2003). Preparing for examinations: The interplay of memorizing and understanding, and the development of knowledge objects. Higher Education Research & Development, 22(1), 19–41. https://doi.org/10.1080/0729436032000056562
   Google Scholar
• Entwistle, N., & Peterson, E. R. (2004). Learning styles and approaches to studying. In C. Spielberger (Ed.), Encyclopedia of applied psychology (pp. 537–542). Academic Press.
   Google Scholar
• Eurydice, I. U. (2014). The Italian education system. I Quaderni di Eurydice, 30. Retrieved June 26, 2020, from http://eurydice.indire.it/pubblicazioni/the-italian-education-system/
   Google Scholar
• Fox, J. (2008). Applied regression analysis and generalized models. SAGE.
   Google Scholar
• Förster, J., Grant, H., Idson, L. C., & Higgins, E. T. (2001). Success/failure feedback, expectancies, and approach/avoidance motivation: How regulatory focus moderates classic relations. Journal of Experimental Social Psychology, 37(3), 253–260. https://doi.org/10.1006/jesp.2000.1455
   Web of Science ®Google Scholar
• Furnham, A., Swami, V., Arteche, A., & Chamorro-Premuzic, T. (2008). Cognitive ability, learning approaches and personality correlates of general knowledge. Educational Psychology, 28(4), 427–437. https://doi.org/10.1080/01443410701727376
   Web of Science ®Google Scholar
• Gravett, K., Kinchin, I. M., & Winstone, N. E. (2020). Frailty in transition? Troubling the norms, boundaries and limitations of transition theory and practice. Higher Education Research & Development, 1–17. https://doi.org/10.1080/07294360.2020.1721442
   Web of Science ®Google Scholar
• Hickendorff, M., Heiser, W. J., van Putten, C. M., & Verhelst, N. D. (2009). How to measure and explain achievement change in large-scale assessments: A rejoinder. Psychometrika, 74(2), 367–374. https://doi.org/10.1007/s11336-009-9124-1
   PubMed Web of Science ®Google Scholar
• Honken, N. B., & Ralston, P. (2013). High-achieving high school students and not so high achieving college students: A look at lack of self-control, academic ability and performance in college. Journal of Advanced Academics, 24(2), 108–124. https://doi.org/10.1177/1932202X13482466
   Google Scholar
• Lefkowitz, E. S. (2005). ‘Things have gotten better’: Developmental changes among emerging adults after the transition to university. Journal of Adolescent Research, 20(1), 40–63. https://doi.org/10.1177/0743558404271236
   Web of Science ®Google Scholar
• Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133–163. https://doi.org/10.1111/j.1745-6916.2006.00010.x
   Web of Science ®Google Scholar
• Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277–300.
   Google Scholar
• Mji, A. (2000). Conceptions of and approaches to learning mathematics. Psychological Reports, 87(3), 971–972. https://doi.org/10.2466/pr0.2000.87.3.971
   PubMed Web of Science ®Google Scholar
• Murphy, P. K., & Mason, L. (2006). Changing knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (pp. 305–324). Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International journal of educational research, 41, 198–215. https://doi.org/10.1016/j.ijer.2005.07.001
   Google Scholar
• OECD. (2009). PISA 2006 technical report. OECD.
   Google Scholar
• Olani, A. (2009). Predicting first-year university students’ academic success. Journal of Research in Educational Psychology, 7, 1053–1072.
   Google Scholar
• Parras, L. A., Vale, V. P., & Navarro, A. E. (2000). Spanish education: System 2009. Ministerio de Educación de España.
   Google Scholar
• Peterson, E. R., Brown, G. T. L., & Irving, S. E. (2010). Secondary school students’ conceptions of learning and their relationship to achievement. Learning and Individual Differences, 20(3), 167–176. https://doi.org/10.1016/j.lindif.2009.12.004
   Web of Science ®Google Scholar
• Pérez-Tello, S., Antonietti, A., Marchetti, A., & Liverta Sempio, O. (2005). Conceptions of learning and use of cultural media. European Journal of School Psychology, 2, 127–148.
   Google Scholar
• Pinto, G., Bigozzi, L., Vettori, G., & Vezzani, C. (2018). The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences. Learning, Culture and Social Interaction, 16, 45–54. https://doi.org/10.1016/j.lcsi.2017.11.001
   Web of Science ®Google Scholar
• Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
   Web of Science ®Google Scholar
• Pinxten, M., Van Soom, C., Peeters, C., De Laet, T., & Langie, G. (2017). At-risk at the gate: Prediction of study success of first-year science and engineering students in an open-admission university in Flanders – any incremental validity of study strategies? European Journal of Psychology of Education, 1–22. https://doi.org/10.1007/s10212-017-0361-x
   Web of Science ®Google Scholar
• Porter, A. C. (2006). Curriculum assessment. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 141–160). Lawrence Erlbaum Associates.
   Google Scholar
• Postareff, L., Parpala, A., & Lindblom-Ylänne, S. (2015). Factors contributing to changes in a deep approach to learning in different learning environments. Learning Environments Research, 18, 315–333. https://doi.org/10.1007/s10984-015-9186-1
   Google Scholar
• Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skills factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
   PubMed Web of Science ®Google Scholar
• Savelli, S. (2014). Education and training in Italy: Status and transitions. Education Journal, 3(6), 323–339. https://doi.org/10.11648/j.edu.20140306.12
   Google Scholar
• Säljö, R. (1979). Learning about learning. Higher Education, 8(4), 443–451. https://doi.org/10.1007/BF01680533
   Web of Science ®Google Scholar
• Super, D. E., Savickas, M. L., & Super, C. M. (1996). The life-span, life-space approach to careers. In D. Brown, L. Brooks, & Associates (Eds.), Career choice and development (3rd ed., pp. 121–178). Jossey-Bass.
   Google Scholar
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.
   Google Scholar
• Trowler, P., Fanghanel, J., & Wareham, T. (2005). Freeing the chi of change: The higher education academy and enhancing teaching and learning in higher education. Studies in Higher Education, 30(4), 427–444. https://doi.org/10.1080/03075070500160111
   Web of Science ®Google Scholar
• Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68(2), 149–171. https://doi.org/10.1111/j.2044-8279.1998.tb01281.x
   Web of Science ®Google Scholar
• Vermunt, J. D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49(3), 205–234. https://doi.org/10.1007/s10734-004-6664-2
   Web of Science ®Google Scholar
• Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359–384. https://doi.org/10.1007/s10648-004-0005-y
   Web of Science ®Google Scholar
• Vettori, G., Bigozzi, L., Miniati, F., Vezzani, C., & Pinto, G. (2019). Identifying pre-service teachers’ profiles of conceptions of learning: A cluster analysis. Social Psychology of Education, 22(5), 1131–1152. https://doi.org/10.1007/s11218-019-09516-3
   Web of Science ®Google Scholar
• Vettori, G., Vezzani, C., Bigozzi, L., & Pinto, G. (2018). The mediating role of conceptions of learning in the relationship between metacognition and academic outcomes among middle school students. Frontiers in Psychology, 9, 1–13. https://doi.org/10.3389/fpsyg.2018.01985
   PubMed Web of Science ®Google Scholar
• Vettori, G., Vezzani, C., Bigozzi, L., & Pinto, G. (2020). Cluster profiles of university students’ conceptions of learning according to gender, educational level, and academic disciplines. Learning and Motivation, 70, Article 101628. https://doi.org/10.1016/j.lmot.2020.101628
   PubMed Web of Science ®Google Scholar
• Vezzani, C., Vettori, G., & Pinto, G. (2018a). Assessing students’ beliefs, emotions and causal attribution: Validation of ‘learning conception questionnaire’. South African Journal of Education, 38, 1–18. https://doi.org/10.15700/saje.v38n2a1453
   Web of Science ®Google Scholar
• Vezzani, C., Vettori, G., & Pinto, G. (2018b). University students’ conceptions of learning across multiple domains. European Journal of Psychology of Education, 33(4), 665–684. https://doi.org/10.1007/s10212-017-0349-6
   Web of Science ®Google Scholar
• Willems, J., Coertjens, L., Tambuyzer, B., & Donche, V. (2019). Identifying science students at risk in the first year of higher education: the incremental value of non-cognitive variables in predicting early academic achievement. European Journal of Psychology of Education, 34, 847–872. https://doi.org/10.1007/s10212-018-0399-4
   Web of Science ®Google Scholar
• Winkel, W. S., & Hastuti, S. (2010). Guidance and counseling in educational institutions (6th ed.). Media Abadi.
   Google Scholar
• Zeegers, P., & Martin, L. (2001). A learning-to-learn program in a first-year chemistry class. Higher Education Research & Development, 20(1), 35–52. https://doi.org/10.1080/07924360120043630
   Google Scholar
• Zhan, Y. (2020). Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their college English course. Higher Education Research & Development, 39, 1055–1069. https://doi.org/10.1080/07294360.2019.1699029
   Web of Science ®Google Scholar