About this paper

Appears in:
Page: 2509 (abstract only)
Publication year: 2013
ISBN: 978-84-616-3847-5
ISSN: 2340-1095

Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain

ACADEMIC EXPECTATIONS OF FIRST-YEAR ENGINEERING STUDENTS: A CLUSTER ANALYSIS

A.R. Costa1, A.M. Araújo2, L.S. Almeida2

1Polythecnic Institute of Porto, School of Engineering (PORTUGAL)
2University of Minho (PORTUGAL)
Based on a combination of motivations and personal representations, expectations influence engagement and performance in learning and achievement contexts. Research in this field shows the relevance of students’ academic expectations for their adjustment and success in higher education. In most cases, students show positive, and frequently very high expectations when they enter university. Higher levels of academic adaptation take place when these positive expectations are successfully balanced with the demands and challenges of the new academic context, contributing for students’ retention and academic success. In this paper we describe the expectations of first-year engineering students. Participants included 378 students (88,9% men; Mage=21,7 years; SD=6,78) of various engineering programs at a Portuguese Northern Polytechnic University Institute. Academic expectations for higher education were assessed with the Academic Perceptions Questionnaire (Expectations version; Almeida et al., 2012), which includes five dimensions of expectations: Training for employment/ career development, Quality of learning, Social pressure, Political involvement and citizenship, and Social interaction. In order to identify profiles of students, we conducted a k-means cluster analysis, specifying a solution of four clusters. The first cluster classifies students which present low expectations for political involvement and citizenship. The second cluster comprises students who report the highest levels of academic expectations in all the assessed dimensions. Students in the third cluster present low expectations for social interaction and social pressure. Finally, the fourth cluster comprises students with high expectations for the quality of learning and training for employment/ career development, and low expectations for social interaction. Differences were found between clusters, based on students’ ages (younger students vs. older, non-traditional students).
@InProceedings{COSTA2013ACA,
author = {Costa, A.R. and Ara{\'{u}}jo, A.M. and Almeida, L.S.},
title = {ACADEMIC EXPECTATIONS OF FIRST-YEAR ENGINEERING STUDENTS: A CLUSTER ANALYSIS},
series = {6th International Conference of Education, Research and Innovation},
booktitle = {ICERI2013 Proceedings},
isbn = {978-84-616-3847-5},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2013},
year = {2013},
pages = {2509}}
TY - CONF
AU - A.R. Costa AU - A.M. Araújo AU - L.S. Almeida
TI - ACADEMIC EXPECTATIONS OF FIRST-YEAR ENGINEERING STUDENTS: A CLUSTER ANALYSIS
SN - 978-84-616-3847-5/2340-1095
PY - 2013
Y1 - 18-20 November, 2013
CI - Seville, Spain
JO - 6th International Conference of Education, Research and Innovation
JA - ICERI2013 Proceedings
SP - 2509
EP - 2509
ER -
A.R. Costa, A.M. Araújo, L.S. Almeida (2013) ACADEMIC EXPECTATIONS OF FIRST-YEAR ENGINEERING STUDENTS: A CLUSTER ANALYSIS, ICERI2013 Proceedings, p. 2509.
User:
Pass: