Impact of Gender, Age, First University Choice, and Residence on Academic Adaptation and Performance Through Academic Motivation: A Path Analysis
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Introduction: This study investigates the impact of gender, age, first university choice, and place of residence on academic adaptation and performance. It further explores how intrinsic and extrinsic motivation mediate these relationships. Aim: The study assesses how personal characteristics influence academic adaptation and performance, specifically focusing on the mediating roles of intrinsic and extrinsic motivation. Methods: We employed two path analysis models to analyze the data and explore the relationships between the variables. The models specifically examined the effects of intrinsic and extrinsic motivation on academic adaptation and performance as well as how these effects vary based on gender, age, first university choice, and place of residence. Results: The analysis revealed that intrinsic motivation positively impacts academic adaptation and performance, especially among female students and those studying in their first-choice departments. Additionally, we found age to be a significant factor, with younger students demonstrating higher academic outcomes than their older counterparts.
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Academic adjustment has been consistently associated with better academic outcomes, greater university satisfaction, intrinsic motivation, and psychological well-being.
“Academic adjustment has been consistently associated with better academic outcomes, greater university satisfaction, intrinsic motivation, and psychological well-being [2–4,6].”
From Academic motivation, procrastination, and adjustment: Exploring their impact on student profiles and academic performance (2025) · cites this paper as [3]
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Academic procrastination: Frequency and cognitive-behavioral correlates.
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Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory
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Integration in emerging social networks explains academic failure and success
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Vlachopanou, P., Maska, L., Kalamaras, D., & Nasika, F. (2025) · PLoS ONE · doi:10.1371/journal.pone.0335913 · Cited by 4 · see citing works
Self-citation
- Authors
- Vlachopanou, P., Maska, L., Kalamaras, D., & Nasika, F.
- Affiliations
- University of Nicosia (CY)
- Aegean College (GR)
- Venue
- European Journal of Psychology Open
- Publisher
- Hogrefe Publishing Group
- Published
- 2025-09
- Volume
- 84
- Issue
- 3
- Pages
- 133-144
- ISSN
- 2673-8627 (ISSN-L)
- OpenAlex
- W4411038345
- Cited by
- 5
- References
- 7
- Citations by year
- 2026: 5
- FWCI
- 15.54
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- European Journal of Psychology Open (publishedVersion, cc-by-nc)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- academic adjustment, academic performance, intrinsic motivation, extrinsic motivation, gender differences, age differences, place of residence, university students, mediation
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