id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
flr-647	Willems, Jonas; van Daal, Tine; Van Petegem, Peter; Coertjens, Liesje; Donche, Vincent	Predicting freshmen’s academic adjustment and subsequent achievement: differences between academic and professional higher education contexts	2021		.htm	text/html	9822	513	41	Today, it is well established from a variety of studies that academic adjustment is imperative in the prediction of students’ academic achievement in the FYHE: students who are more academically adjusted drop out less often (Bean, 1980; Kuh, Kinzie, Buckley, Bridge, & Hayek, 2006) and achieve better grades (Bailey & Phillips, 2016; Petersen, Louw, & Dumont, 2009; Prospero & Vohra-Gupta, 2007; Severiens & Wolff, 2008; Wintre et al., 2011). Moreover, previous research in academic HE contexts has suggested that academic adjustment is a mediator of the effects of several learning strategies and motivational variables on academic achievement (Petersen, Louw, & Dumont, 2009; van Rooij, Jansen, & van de Grift, 2018), which further highlights the pivotal role of the academic adjustment construct in first-year students’ transition process.	cache/flr-647.htm	txt/flr-647.txt