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1.
One of the most noticeable changes to the university student profile over the last decade is the increasing number of mature-age students. This study examined the relationship between previous academic performance, psychological characteristics of the student, learning strategies, and the first year academic performance of school leavers and mature-age students through structural equation modelling (SEM). A total of 1193 first year university students completed a questionnaire at the beginning of their first year of study, and provided consent for their academic results to be tracked over their first year at university. While the overall model of success appeared to fit for both groups, differences were identified in the order of importance of constructs affecting achievement and the strength of some relationships. The most obvious difference occurred in the relationship between previous academic performance, self-reported learning strategies, and achievement in first semester, with previous performance a more accurate predictor of school leavers' performance and self-reported learning strategies a more accurate predictor of mature-age students' performance. This study has implications for the university in terms of the targeting of academic support services for students of different ages.  相似文献   

2.
With the increasing diversity of students attending university, there is a growing interest in the factors predicting academic performance. This study is a prospective investigation of the academic, psychosocial, cognitive, and demographic predictors of academic performance of first year Australian university students. Questionnaires were distributed to 197 first year students 4 to 8 weeks prior to the end of semester exams and overall grade point averages were collected at semester completion. Previous academic performance was identified as the most significant predictor of university performance. Integration into university, self efficacy, and employment responsibilities were also predictive of university grades. Identifying the factors that influence academic performance can improve the targeting of interventions and support services for students at risk of academic problems.  相似文献   

3.
There is a growing body of research indicating that students who can self-regulate cognitive, motivational, and behavioral aspects of their academic functioning are more effective as learners. We studied relations between the self-regulation strategies used by a group of Italian students during the final years of high school and their subsequent academic achievement and resilience in pursuing higher education. We used the self-regulated learning interview schedule, which focuses on cognitive, motivational, and behavioral strategies used during academic learning in both classroom and non-classroom contexts. The cognitive self-regulation strategy of organizing and transforming proved to be a significant predictor of the students’ course grades in Italian, mathematics, and technical subjects in high school and in their subsequent average course grades and examinations passed at the university. The motivational self-regulation strategy of self-consequences was a significant predictor of the students’ high school diploma grades and their intention to continue with their education after high school.  相似文献   

4.
Touron  Javier 《Higher Education》1983,12(4):399-410

An initial diagnosis of some educational and psychological capacities of students on arrival at university were studied. This enabled us to find out what factors had a greater influence on academic achievement at the end of the first year. Using the techniques of multiple regression we established the optimal achievement performances expected from each of the students. Secondary school marks, the academic achievement tests and the intermediate examinations at university were the best set of predictors of academic performance. Differential aptitudes of intelligence increase considerably the accuracy of the prediction. Values of R of between 0.71 to 0.88 were reached depending on the criteria used. The usefulness of the prediction equations as a tool for increasing personalized attention to students is pointed out and a case made for the establishment of objective mechanisms for admission to higher education.

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5.
The study investigated the predictive value of robust and specific personality traits in adolescents (M age?=?14.7 years), in explaining their academic achievement at the end of basic compulsory schooling. Personality data were obtained through self, maternal, and peer reports using the Inventory of Child/Adolescent Individual Differences. Adolescent gender and maternal education predicted 36, 26, 19, and 26 % of the variance in the final grades in Slovene, English, and mathematics and the overall GPA, respectively. Personality ratings by each of the three groups of informants substantially improved the prediction of students’ academic achievements, over and beyond gender and maternal education. The robust trait scores contributed to significant increments in the variance explained, across the academic achievement indicators, ranging from 8 to 17 % (self-report), 15 to 24 % (maternal report), and 20 to 32 % (peer report). Conscientiousness was consistently the most powerful predictor of students’ academic success and extraversion was negatively associated with all achievement indicators. The study provided support for a relatively stronger predictive utility of specific, rather than robust personality traits. Likewise, peer ratings of the students’ personality provided relatively larger increments in variance explained in academic achievements than maternal and self-ratings; in general, the personality trait ratings added more to the prediction of mathematics grades and the GPA relative to the prediction of success in languages. Among specific traits, subjectively perceived student intelligence was the most powerful and consistent predictor of final grades and GPA.  相似文献   

6.
336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance.  相似文献   

7.
This paper reports on 11 measures used as predictors of students' achievement in their first semester subjects. The students were enrolled in the same four core subjects of a university general science course. Although a number of statistically significant correlations were found, only one predictor variable, HSC aggregate mark, correlated significantly with each of the achievement variables. One predictor variable entered four of the achievement regression equations, while two variables entered the fifth, accounting for 34 to 54% of the variance. *** DIRECT SUPPORT *** A05A9011 00020  相似文献   

8.
We use individual-level administrative data to examine the extent and potential explanations for the relatively poorer academic performance of three ethnic minority groups in their first year of study at a New Zealand university. Substantial differences in course completion rates and letter grades are found for Māori, Pasifika, and Asian students relative to their European counterparts. These large and significant gaps persist in the face of alternative definitions of ethnicity and sample restrictions. We use regression analysis and formal decomposition techniques to test whether differences in other personal characteristics, high school backgrounds, and university enrollment patterns might account for these ethnic disparities in early academic achievement. We estimate that no more than one quarter of the relatively poorer performance of Māori and Pasifika students would be eliminated if they had the same relevant observable factors of European students. Substantial unexplained ethnic differences in early academic performance at university raise concerns about appropriate policies to close ethnic gaps in academic achievement at university.  相似文献   

9.
Although a vast body of studies regarding the variables related to students’ achievement exists, only a handful has investigated how these variables combine and interact together. Such an investigation might make it possible to more accurately illustrate the heterogeneity of students enrolling in university and assess the impact of this diversity on academic achievement. The current study focused on the person-centered approach and investigated the possibility of determining significant subgroups of freshmen in the very first week of the academic year in the Belgian educational context. Using k-mean clustering, 2178 freshmen were classified according to their past performance, socioeconomic status, study choice process, and academic self-efficacy beliefs at the beginning of the first year at university. Analyses of variance were also conducted to analyze the relationship between these student clusters and academic achievement outcomes. Six distinct profiles of students were identified representing different combinations of achievement predictors. Results revealed different odds of success among these profiles. The implications of our approach to the understanding of the heterogeneity of freshmen and the first-year achievement process are discussed.  相似文献   

10.
The aim of the present study is to explore a causal model of academic achievement and learning‐related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective–motivational characteristics of students such as prior academic failures, academic attributional style, self‐efficacy, thoughts about intelligence, school values, learned hopelessness, self‐esteem, learning strategy effectiveness and academic achievement, and the relationships among them. A sample of 741 Hong Kong secondary students completed a series of scales over a school year. As expected, prior achievement was the best predictor of subsequent achievement. The next best predictors were perceived learning difficulties and learned hopelessness. This in turn leads to disengagement from schooling and students taking on most responsibility for their failing. Recommendations for teachers and schools to ameliorate these beliefs may redress the move towards hopelessness.  相似文献   

11.
The relationship between university students’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated for first and fourth-final year students. The responses of 88 first and 92 fourth year students were analysed using a path analysis model. Students’ perceptions of the learning environment were measured by an instrument based on the Course Perceptions Questionnaire (CPQ) and Course Experience Questionnaire (CEQ) inventories. The Approaches to Studying Inventory (ASI) was used to assess students’ approaches to studying. The structure of the ASI inventory was explored by factor analysis. The analysis gave two factors which reflect the deep and surface approaches to studying. Workload does not predict any of the studying approaches and academic outcomes. There was a pattern of relationships between deep approach, perceptions of learning environment which encourage this approach, and outcomes. Assessment methods was the best predictor of satisfaction for all of the students. For the first year students, University grade was not associated with any of the explored variables but the level of satisfaction was predicted by relationships with tutors and fellows. For the fourth year students, good teaching predicted achievement both directly and indirectly through the deep approach to studying. The findings indicate that fourth year students’ perceptions of the current learning environment are a stronger predictor of academic achievement than prior academic ability (university entrance examinations’ grade). The study suggests further exploration of the impact of affect in learning especially for the newcomers.  相似文献   

12.
Considering the pivotal role of academic adjustment for student success, it is important to gain insight into how several motivational and behavioural factors affect academic adjustment and the extent to which academic adjustment influences student success. This empirical study investigated how intrinsic motivation, academic self-efficacy, self-regulated study behaviour and satisfaction with the chosen degree programme influenced academic adjustment in university and how these variables and adjustment affected three important indicators of student success: grade point average (GPA), attained number of credits (ECTS) and intention to persist. The sample consisted of 243 first-year university students in the Netherlands. Structural equation modelling showed that academic adjustment was influenced by intrinsic motivation, self-regulated study behaviour and degree programme satisfaction, which together explained 72% of the variance in adjustment. Motivational and behavioural variables did not influence GPA and credits directly but through academic adjustment. Furthermore, only satisfaction with the degree programme predicted intention to persist. These results point to the importance of academic adjustment in predicting university GPA and credits and the pivotal role of satisfaction with the degree programme in predicting intention to persist. Universities could integrate the development of self-regulated study skills—the biggest contributor to academic adjustment—in the first-year programme. Moreover, looking at the importance of students’ satisfaction with the programme, communication and collaboration between secondary schools and universities should be enhanced in order to help students to choose a university degree programme that matches their abilities, interests and values.  相似文献   

13.
This study investigated the relation between motivational goals and university intentions, school valuing and school achievement. The premise of this study is that motivational goals play a key role in academic values and achievement. Confirmatory factor analysis was conducted to establish the construct validity of the motivational measures drawn from the Inventory of School Motivation (ISM): mastery (effort and task), performance (competition and social power), social solidarity (social concern and affiliation), extrinsic (praise and token). A set of eight regression analyses was conducted to examine the relations among these eight motivational measures, future goals to attend college, the value of school and six school subjects. Eight regression equations revealed that effort and task were the most significant predictors of the dependent variables of university intention, valuing school and school achievement scores. Students in Qatar exhibited ‘effort and task’ in goal motivation in relation to students’ beliefs regarding future academic goals and achievement scores in school subjects. As Qatar is a highly gender-segregated society, analyses were also conducted by gender.  相似文献   

14.
In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from ～50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science‐related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects. Anat Sci Ed 2:113‐118, 2009. © 2009 American Association of Anatomists.  相似文献   

15.
This study investigates the role of students’ sense of belonging to their university in college student retention. Using individual growth curve modeling, we examined (a) whether sense of belonging predicts intentions to persist, and (b) the effects of an intervention designed to enhance students’ sense of belonging. African American and white first-year students completed surveys three times throughout the academic year. Students were randomly assigned to a group that received an intervention to enhance students’ sense of belonging or to one of two control groups. Sense of belonging was found to predict intentions to persist, controlling for background variables and other predictors of persistence. Overall, sense of belonging and intentions to persist declined over the academic year. However, the decline in sense of belonging was smaller for students in the intervention group. Implications for the development of college retention programs and for existing models of student persistence are discussed.  相似文献   

16.
Throughout 2003–04 five cohorts of students in their final year of school studies in various Malaysian colleges and a group of students completing an Australian university foundation year in Malaysia sat the International Student Admissions Test (ISAT). The ISAT is a multiple‐choice test of general academic abilities developed for students whose first language is not English. Both sets of scores were examined to investigate the relationship between skills measured by the academic programs and the generic reasoning skills measured by the ISAT. The data were examined by looking at correlations and patterns of the ISAT scores, and the total academic program scores and individual subject scores. As well, multiple regression was used to examine if the ISAT could act as a predictor for academic program scores. Although the ISAT and measures of achievement in the academic programs are two completely different instruments, the study showed that: (i) the scores were positively and significantly correlated; (ii) patterns of co‐variation of the ISAT and academic program scores demonstrate a positive relationship; and (iii) there is evidence that achieving a high score in the academic programs requires high reasoning skills, as measured by the ISAT. The findings of this study indicate that the ISAT is a useful predictor of student ability for use in the university selection process for international applicants.  相似文献   

17.
Traditional models of educational outcomes relate academic achievement to university experiences controlling for background characteristics, like former levels of achievement. In these models, most of the variance in the outcome under consideration is explained not by experiences inside the university but by background characteristics, such as prior levels of academic achievement. In many instances the contribution of institutional experiences to outcomes under consideration is small. To date, researchers have not included sense of coherence (SOC) among background characteristics. In the current study traditional models are modified to include SOC as a possible contributor to first year academic achievement among domestic and international students with English and other first languages at four Canadian universities. It is found that a model including SOC better fits data for commuter and residence students than a model in which SOC is omitted. Although the effect of SOC on first year academic achievement is small, it is larger than the effects of some institutional experiences. As a result, SOC should be included in attempts to explain first year academic achievement.  相似文献   

18.
Fan Wu 《教育心理学》2017,37(6):695-711
The objective of the present study was to investigate the relationships among college students’ achievement motivation (subjective task value and academic self-efficacy), academic procrastination (delay and missing deadlines) and achievement-related behaviours (effort and persistence). More specifically, the study investigated the mediating role of academic procrastination in linking college students’ achievement motivation to their effort and persistence from the perspective of the expectancy-value theory. A total of 584 college students enrolled in a large southern urban university completed a self-report survey for the study. The study suggested two possible pathways that motivate students to persist and put forth greater effort, rooting in students’ academic self-efficacy and subjective task value through their relationships with students’ academic procrastination.  相似文献   

19.
ABSTRACT

Individual differences in ‘adaptability’ – cognitive, behavioural, and emotional adjustment in the face of change, novelty, and uncertainty – are theorised to influence students’ academic achievement and course satisfaction; although the literature examining these relations in tertiary education is sparse. In the present study, first-year undergraduate students were surveyed for their adaptability, academic buoyancy, and academic motivation (predictor variables) along with their mid-course academic achievement and course satisfaction (outcome variables). Correlation analyses revealed that adaptability was significantly associated with all other variables in this study. Multiple regression analyses revealed that after controlling for individual differences in academic buoyancy and academic motivation, adaptability explained unique variance in both academic achievement and course satisfaction. These findings have important implications for researchers and educators seeking to understand first-year students’ adjustment to university and the influence this may have on their educational outcomes.  相似文献   

20.
Early school leaving in upper secondary education is a serious problem for both students and society. Several reviews have shown that there is no simple cause of early school leaving, but it seems to relate to demographic variables, social factors, academic achievement, and school factors. In this study, data from 2,045 students aged 16 from upper secondary schools in Norway were analyzed using a hierarchical regression model. Their intention to leave school was the dependent variable. Our analyses found that teacher support and loneliness in the school context were strong predictors of such intension. The effects of peer acceptance and friendship were minimal.  相似文献   

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