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Cited by 15Higher Education Research StudiesEducational Outcomes and InfluencesYouth Education and Societal Dynamics

Financial Independence and Academic Achievement: Are There Key Factors of Transition to Adulthood for Young Higher Education Students in Colombia?

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Borjas, Mónica-Patricia, Ricardo, Carmen, Escalante-Barrios, Elsa Lucia, Valencia, Jorge, Aparicio, Jose·2020·Frontiers in Psychology
DOI 10.3389/fpsyg.2020.01330PMC PMC7344295
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Abstract

Autonomy is conceptualized as the need for agency, self-actualization, and independence. Nowadays, financial independence and academic achievement for young populations may be considered as key aspects in the transition to adulthood in response to some contextual demands of different cultural environments. By means of a multi-level model, the present study aims to determine the influence and contribution of factors at individual level (e.g., sex, age, socioeconomic status, family financial support, awarded scholarships, personal finance, student loans) and school level (e.g., program quality, online programs, face to face programs) on the academic achievement of young higher education Colombian students. Data come from the scores of the national standardized academic achievement test administered in 2018 in Colombia. The sample included 234,386 students enrolled in 3,389 higher education institutions in Colombia. After controlling the effects of program quality, and the student's previous academic abilities and socio-economic conditions, results showed that students with scholarships had higher scores than financially dependent students (those who had student loans) and financially independent students (those who self-funded their studies or who worked during the week) who had low scores in the national standardized academic achievement test.

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  • Increasing autonomy for students will make them more motivated to learn and achieve better grades or outcomes.

    “The academic consensus points out that increasing autonomy for students will make them more motivated to learn and achieve better grades or outcomes [10], [15].”

    From Mapping the Research Landscape: A Comprehensive Bibliometric Analysis of Self-Determination Theory in Higher Education (2024) · cites this paper as [15]

    The Introduction section on academic performance and autonomy reports a positive relationship between autonomy and academic performance. But the Discussion says the study cannot establish that increasing autonomy improves its outcome measure, and the cited passages do not establish that autonomy increases motivation to learn. Page numbers are not available in our copy. (LLM, conf=0.88)

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Cited by

Sorted by citations

Authors
Borjas, M.-P., Ricardo, C., Escalante-Barrios, E. L., Valencia, J., & Aparicio, J.
Affiliations
Universidad del Norte (CO)
Corresponding author
Borjas, Mónica-Patricia
ORCID
Borjas, Mónica-Patricia
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2020-06-30
Volume
11
Pages
1330-1330
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2020.01330
PMC
PMC7344295
OpenAlex
W3038480466
Cited by
15
References
3
Citations by year
2026: 2 · 2025: 4 · 2024: 4 · 2023: 1 · 2022: 2 · 2020: 2
FWCI
1.90
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Greater South Information System
Topics
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Education › Educational Outcomes and Influences
  • Social Sciences › Sociology and Political Science › Youth Education and Societal Dynamics
Keywords
financial independence, academic performance, coming of age, university students, scholarships, student loans, family financial support, personal finance, socioeconomic status, program quality, autonomy, Colombian students

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