Learning approaches, time perspective and persistence in University students
DOI:
https://doi.org/10.5944/educxx1.25552Keywords:
Academic persistence, approaches to learning, future time perspective, freshmen, higher educationAbstract
The aim of the present paper was to analyse the role of learning
approaches and future time perspective in the academic persistence of firstyear
university students. The sample comprised 453 first-year undergraduate
students from the University of Seville (Spain). To measure the students’
probability of persistence, the three significant predictors of the College
Persistence Questionnaire were employed. Also, the Revised Two Factor
Study Process Questionnaire and the Time Perspective Inventory were used
to measure the students’ learning approaches and future time perspective
respectively. A hierarchical cluster analysis allowed the identification of two
groups of students with high and low probability of persistence. A sequential
logistic regression analysis was performed to assess the contribution of the
approaches to learning and future time perspective in order to explain students’
academic persistence. Our results showed that both constructs are significant
predictors of persistence in university students. Students with a deep approach
and with a positive vision of their future are more likely to persist than
those with a surface approach. Bearing in mind the possibility of provoking
modifications in students’ learning approaches, our findings revealed the
relevance of using teaching methodologies that prompt students to employ
deep learning approaches in order to prevent university student dropout.
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