Psychological resources, dropout risk and academic performance in university students – pattern-oriented analysis and prospective study of Hungarian freshmen

Abstract A growing number of studies support the idea that academic performance is based on specific psychological resources and cognitive abilities. As early university dropout a widespread problem, it increasingly important to explore which can enhance learning, motivation, achievement during transition from high school university. The goal our study was at start linked subsequent achievement. Coping mechanisms, time perspective, self-esteem, mindset, test anxiety were measured using questionnaires in voluntary online among first-year students ( N = 1113, 53.0 % female). Using exploratory factor analysis, we identified three different factors resources: ‘Academic focus’, ‘Self-confidence’, 'Search for interests’. Based scores, hierarchical cluster analysis five subgroups students. These showed differential association with first semester GPA attained credits. combination focus but low self-confidence could be traced as characteristics predicting highest risk decreased loss results indicate training prevent dropout.