<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282024000100006</article-id>
<article-id pub-id-type="doi">10.6018/analesps.479151</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance]]></article-title>
<article-title xml:lang="es"><![CDATA[Éxito académico, compromiso y autoeficacia de los estudiantes universitarios de primer año: variables personales y desempeño del primer semestre]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casanova]]></surname>
<given-names><![CDATA[Joana R]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sinval]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A4 "/>
<xref ref-type="aff" rid="Af5"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Leandro S]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Minho Institute of Education Research Centre on Education]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Nanyang Technological University National Institute of Education ]]></institution>
<addr-line><![CDATA[Singapore ]]></addr-line>
<country>Singapore</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Universitário de Lisboa Business Research Unit ]]></institution>
<addr-line><![CDATA[Lisbon ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,University of São Paulo Faculty of Philosophy, Sciences and Languages of Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de São Paulo Escola Paulista de Medicina Department of Evidence-Based Health]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,University of Minho School of Psychology Psychology Research Centre]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<numero>1</numero>
<fpage>44</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282024000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282024000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282024000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Higher education can be hugely transformative for students and has an important role in empowering human capital, innovation, and society&#8217;s social, cultural, and environmental development. The expansion of higher education has promoted access for a more heterogeneous mix of students, but ensuring access does not guarantee academic success. This paper aims to analyse predictors of academic achievement in 447 first-year students in their 1st and 2nd semesters, considering variables including sex, age, parents&#8217; educational level and grades on entering higher education, along with levels of students&#8217; academic engagement and self-efficacy after some weeks at university. Results show statistically significant paths for sex, age, and GPA to 1st-semester achievement, for parent&#8217;s educational levels to perceived self-efficacy, for students&#8217; academic engagement to 1st-semester achievement, and 1st-semester achievement to 2nd-semester achievement. Students&#8217; academic engagement also had an indirect effect on the 2nd-semester achievement. The correlation between academic engagement and self-efficacy was positive, strong, and statistically significant. The model explained 35.2% of the variance in 2nd-semester achievement and 15.0% of the variance in 1st-semester achievement. Knowledge about predictors of academic achievement and the importance of engagement and self-efficacy will support timely interventions, promoting success and preventing failure and dropout.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La educación superior puede ser extremadamente transformadora para los estudiantes y tiene un papel importante en la formación del capital humano, en la innovación y en el desarrollo social, cultural y ambiental de la sociedad. La expansión de la educación superior promovió el acceso de una mezcla de estudiantes más heterogénea, pero garantizar el acceso no garantiza el éxito académico. Este artículo tiene como objetivo analizar los predictores de desempeño académico en 447 estudiantes de primer año en el 1er y 2do semestre, considerando variables como sexo, edad, nivel educativo de los padres y calificaciones al ingresar a la educación superior, junto con los niveles de compromiso académico e autoeficacia de los estudiantes tras algunas semanas en la universidad. Los resultados muestran trayectorias estadísticamente significativas para sexo, edad y GPA hasta el desempeño del primer semestre, para los niveles educativos de los padres hasta la autoeficacia percibida, para la implicación académica de los estudiantes hasta el desempeño del primer semestre y el desempeño del primer semestre hasta el desempeño del segundo semestre La participación académica de los estudiantes también tuvo un efecto indirecto en el desempeño del segundo semestre. La correlación entre compromiso académica y autoeficacia fue positiva, fuerte y estadísticamente significativa. El modelo explicó el 35.2% de la varianza del rendimiento académico en el segundo semestre y el 15.0% de la varianza del rendimiento académico en el primer semestre. El conocimiento sobre los predictores del rendimiento académico y la importancia del compromiso y la autoeficacia respaldará las intervenciones oportunas, promoviendo el éxito y previniendo el fracaso y el abandono.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[First-year students]]></kwd>
<kwd lng="en"><![CDATA[Academic engagement]]></kwd>
<kwd lng="en"><![CDATA[Self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Academic achievement]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de primer año]]></kwd>
<kwd lng="es"><![CDATA[Compromiso académico]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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