The Path to Graduation: Progressing and Non-Progressing University Students
Saved in:
| Title: | The Path to Graduation: Progressing and Non-Progressing University Students |
|---|---|
| Language: | English |
| Authors: | Ana B. Bernardo, Joana R. Casanova (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2026 18(5):1394-1405. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, College Freshmen, Predictor Variables, Educational Attainment, College Programs, Intention, Academic Degrees, College Credits, Sex, Majors (Students), Student Adjustment, Student Educational Objectives |
| Geographic Terms: | Portugal |
| DOI: | 10.1108/JARHE-12-2024-0724 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: This study explores how students' perceptions of difficulties relate to their academic progress across two groups: those who advance in their programs and those who do not (including students who repeat, switch programs or drop out). Design/methodology/approach: Tertiary education is essential for improving population qualifications and reducing disparities. Despite recent progress, challenges for both students and institutions persist. It is important to increase enrollment, reduce dropout rates and enhance the quality of Higher Education (HE) experiences. The study focuses on 3,184 first-year students at a public university in Portugal. A Multiple Linear Regression analysis was conducted with academic success as the dependent variable. Independent variables included sex, social scholarships, initial degree choice, intent to complete the degree, credits completed in the first semester and expected challenges in adapting to HE. Findings: The results show that the number of credits completed in the first semester is the most significant factor in determining academic success by the end of the year. Additionally, attending a program that aligns with students' first vocational choice and receiving a scholarship also explain academic success and the intention to complete the degree, with variations across the different groups analyzed. Originality/value: This study is valuable and original as it identifies key determinants of academic success and degree completion, highlighting the roles of first-semester credit completion, alignment with vocational preferences and scholarships. Its findings offer actionable insights to address persistent challenges in HE. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507709 |
| Database: | ERIC |
| Abstract: | Purpose: This study explores how students' perceptions of difficulties relate to their academic progress across two groups: those who advance in their programs and those who do not (including students who repeat, switch programs or drop out). Design/methodology/approach: Tertiary education is essential for improving population qualifications and reducing disparities. Despite recent progress, challenges for both students and institutions persist. It is important to increase enrollment, reduce dropout rates and enhance the quality of Higher Education (HE) experiences. The study focuses on 3,184 first-year students at a public university in Portugal. A Multiple Linear Regression analysis was conducted with academic success as the dependent variable. Independent variables included sex, social scholarships, initial degree choice, intent to complete the degree, credits completed in the first semester and expected challenges in adapting to HE. Findings: The results show that the number of credits completed in the first semester is the most significant factor in determining academic success by the end of the year. Additionally, attending a program that aligns with students' first vocational choice and receiving a scholarship also explain academic success and the intention to complete the degree, with variations across the different groups analyzed. Originality/value: This study is valuable and original as it identifies key determinants of academic success and degree completion, highlighting the roles of first-semester credit completion, alignment with vocational preferences and scholarships. Its findings offer actionable insights to address persistent challenges in HE. |
|---|---|
| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-12-2024-0724 |
