Success at university has been traditionally explained by students’ effort and intelligence. This thesis looks at academic success through a factor commonly ignored in academia, students’ emotions. In an attempt to help first years at Maastricht University perform better, our findings show that the emotions about learning , their amount of control towards study activities and the importance attributed to it, determine performance over an entire academic year. Overall, this research offers insight and suggestion on how we can engage students – emotionally and intellectually – in their learning process in order to achieve academic success.
|Qualification||Doctor of Philosophy|
|Award date||16 Oct 2015|
|Place of Publication||Maastricht|
|Publication status||Published - 2015|
- student success
- academic emotions
- first year at university