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A growing number of studies support the idea that academic performance is based on specific psychological resources and cognitive abilities. As early university dropout is a widespread problem, it is increasingly important to explore which psychological resources can enhance learning, academic motivation, and achievement during the transition from high school to university. The goal of our study was to explore the psychological resources at the start of the studies linked to subsequent academic achievement. Coping mechanisms, time perspective, self-esteem, mindset, motivation, and test anxiety were measured using questionnaires in a voluntary online study among first-year university students ( N  = 1113, 53.0 % female). Using exploratory factor analysis, we identified three different factors of psychological resources: ‘Academic achievement focus’, ‘Self-confidence’, and 'Search for interests’. Based on the factor scores, hierarchical cluster analysis identified five subgroups of students. These subgroups showed differential association with first semester GPA and the number of attained credits. The combination of a focus on high academic achievement but low self-confidence could be traced as characteristics predicting the highest risk of decreased achievement and loss of credits. These results indicate that training in psychological resources could support academic achievement and prevent university dropout.

current psychology

Psychological resources, dropout risk and academic performance in university students – pattern-oriented analysis and prospective study of Hungarian freshmen