Conceptual limitations in higher education: “achievement and persistence in perspective”
(2013) EARLI2013 — Location: Munchen (27.August.2013)
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- Abstract
- Academic achievement and academic persistence are two well-known concepts very often studied in the literature. Despite this abundance, the definition and the conceptualization of these concepts keep unclear and not satisfactory. Indeed, there are several limitations that we will present below. The aim of this theoretical poster is to point out these limitations and to propose a better adapted definition of these concepts. We also discuss about the adaptive nature of academic achievement and academic persistence. In the literature, the aim of a lot of researchers is to try to understand how to decrease the rate of failures and dropouts. However, are achievement and persistence always adaptive? We will try to answer this question.
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Citations
Roland, N., De Clercq, M., & Frenay, M. (2013). Conceptual limitations in higher education: “achievement and persistence in perspective”. EARLI2013, Munchen. https://hdl.handle.net/2078.5/203838