English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

There is limited research regarding university students’ academic achievement and what influences it. We argue that university students’ academic achievement could be influenced by different factors to those observed for schoolchildren. We investigated whether university students’ beliefs about intelligence (‘implicit theories’), self-efficacy and basic psychological needs satisfaction could explain their academic achievement. 203 students completed measures of implicit theories, self-efficacy and basic psychological needs, and provided their course grades via an online survey tool. Structural equation modelling was used to analyse the data. University students’ implicit theories were indirectly associated with their academic achievement via self-efficacy. Basic psychological needs satisfaction was positively associated with self-efficacy and there was an indirect relationship between basic psychological needs satisfaction and academic achievement. Theories regarding the relationship between implicit theories and academic achievement need to be amended to account for the role of self-efficacy and basic needs satisfaction for adult learners.

The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students