Purpose This study explores how students’ perceptions of difficulties relate to their academic progress across two groups: those who advance in their programs and those who do not (including students who repeat, switch programs or drop out). Design/methodology/approach Tertiary education is essential for improving population qualifications and reducing disparities. Despite recent progress, challenges for both students and institutions persist. It is important to increase enrollment, reduce dropout rates and enhance the quality of Higher Education (HE) experiences. The study focuses on 3,184 first-year students at a public university in Portugal. A Multiple Linear Regression analysis was conducted with academic success as the dependent variable. Independent variables included sex, social scholarships, initial degree choice, intent to complete the degree, credits completed in the first semester and expected challenges in adapting to HE. Findings The results show that the number of credits completed in the first semester is the most significant factor in determining academic success by the end of the year. Additionally, attending a program that aligns with students’ first vocational choice and receiving a scholarship also explain academic success and the intention to complete the degree, with variations across the different groups analyzed. Originality/value This study is valuable and original as it identifies key determinants of academic success and degree completion, highlighting the roles of first-semester credit completion, alignment with vocational preferences and scholarships. Its findings offer actionable insights to address persistent challenges in HE.
Bernardo et al. (Thu,) studied this question.
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