Factors that increase or decrease first-year university students’ levels of academic self-efficacy and negative emotional states in Chile

Silvina Zapata
First-year university students experience a transition from school to college, involving new academic demands (Cole, 2017). Some researchers have focused on the relevance of cognitive ability (Wai & Rindermann, 2017). Others have argued that it does not guarantee academic achievement (Nabizadeh et al., 2019). Students also require other resources, such as their beliefs in their capacity to perform a task (Bandura, 1977). Emotions and negative emotional states influence students’ cognitive development and performance (Pekrun et...
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