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The Path to Graduation: Progressing and Non-Progressing University Students

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Title: The Path to Graduation: Progressing and Non-Progressing University Students
Language: English
Authors: Ana B. Bernardo, Joana R. Casanova (ORCID 0000-0003-0652-3438), Celia Galve-González (ORCID 0000-0001-7991-7345), Adrian Castro-Lopez (ORCID 0000-0001-8905-6251), Leandro S. Almeida
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
FullText Text:
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  Data: The Path to Graduation: Progressing and Non-Progressing University Students
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  Data: <searchLink fieldCode="AR" term="%22Ana+B%2E+Bernardo%22">Ana B. Bernardo</searchLink><br /><searchLink fieldCode="AR" term="%22Joana+R%2E+Casanova%22">Joana R. Casanova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0652-3438">0000-0003-0652-3438</externalLink>)<br /><searchLink fieldCode="AR" term="%22Celia+Galve-González%22">Celia Galve-González</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7991-7345">0000-0001-7991-7345</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adrian+Castro-Lopez%22">Adrian Castro-Lopez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8905-6251">0000-0001-8905-6251</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leandro+S%2E+Almeida%22">Leandro S. Almeida</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2026 18(5):1394-1405.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22College+Programs%22">College Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Degrees%22">Academic Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22College+Credits%22">College Credits</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
– Name: DOI
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  Data: 10.1108/JARHE-12-2024-0724
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  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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  Data: EJ1507709
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      – Type: doi
        Value: 10.1108/JARHE-12-2024-0724
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 1394
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Educational Attainment
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      – SubjectFull: Intention
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      – SubjectFull: Academic Degrees
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      – SubjectFull: College Credits
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      – SubjectFull: Sex
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      – SubjectFull: Majors (Students)
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      – SubjectFull: Student Adjustment
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      – SubjectFull: Student Educational Objectives
        Type: general
      – SubjectFull: Portugal
        Type: general
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      – TitleFull: The Path to Graduation: Progressing and Non-Progressing University Students
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