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1.
To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.  相似文献   

2.
Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task. Previous research has indicated that the Big Five personality traits can predict academic success in tertiary education even when other predictors have been accounted for. However, there is a lack of research regarding students in early childhood education. Therefore, this study investigated the effects of the Big Five on the academic success of college and university students in Germany who were studying early childhood education. Data from 567 college students and 270 university students were used. Several socio-demographic variables and the school-leaving Grade Point Average (GPA) served as controls. As hypothesised, students with higher conscientiousness also had better college and university GPAs. Furthermore, higher conscientiousness was associated with higher study satisfaction but only for college students. Unexpectedly, neuroticism was not negatively related to study satisfaction. In addition, there were exploratory findings concerning the effects of agreeableness, extraversion, neuroticism and openness. The findings are discussed with respect to implications for research and practice. In particular, the consequences with regard to the preparation of students in early childhood education are discussed.  相似文献   

3.
Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors pre-university effort and pre-university academic self-efficacy influence 1st-year retention at university. In addition, we examined pre-university reasons for attending university and whether these reasons were related to 1st-year retention. Multinomial logistic regression analyses showed that pre-university effort positively predicted 1st-year retention, whereas pre-university academic self-efficacy did not. With exploratory factor analysis and confirmatory factor analysis, we identified six pre-university reasons for attending university: career perspective, personal development, compliance with the social environment, attractiveness of the institution, recommended by others, and location. None of the pre-university reasons appeared to significantly predict 1st-year retention. Implications for research and practice are discussed.  相似文献   

4.
The 1st step in successfully intervening with students who may fail a course is to identify them as early as possible in the semester. The objective of this study was to create a model to predict student performance in FDSC 4304, the required capstone Food Chemistry class, using academic performance in prerequisite courses as potential predictors. We analyzed data for 116 undergraduates who completed Food Chemistry (FDSC 4304) between 2008 and 2015. Data included semester of enrollment and grade earned in FDSC 4304; transfer status; grades in prerequisite classes in science, math, and statistics courses and an introductory Food Science course, FDSC 1103; and the students’ university GPA at the time of enrollment in FDSC 4304. Cumulative GPA had the strongest significant (P < 0.001) positive correlation with FDSC 4304 grade (r = 0.64), followed by grade in statistics GPA (r = 0.52), FDSC 1103 grade (r = 0.45), pre‐requisite chemistry GPA (r = 0.44), and biology GPA (r = 0.42). When using partial correlations to control for cumulative GPA, only grades in FDSC 1103 (completed by 62.9% of students) were significantly correlated with grades in FDSC 4304. Linear regression indicated cumulative GPA and FDSC 1103 grades explained 35.5% of the variance in FDSC 4304 grades. When cumulative GPA (available for 91.6% of students) alone was regressed on FDSC 4304, it explained 40.6% of the variance for the larger group. Lower cumulative GPAs and FDSC 1103 grades are suggestive but not determinative of potential student struggles in FDSC 4304. Instructors should use cumulative GPAs and introductory food science course grades (either alone or in combination) with actual early course performance measures to identify students in need of additional help.  相似文献   

5.
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   

6.
This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9.  相似文献   

7.
Abstract

This study tested relationships between selected predictors and success in the Master's degree program in education at The Ohio State University for 171 students who received the degree during the 1962-63 academic year. The basic statistical tool used was multiple regression analysis in which the dependent variables were the graduate grade-point average (GPA) and adviser ratings.

The three best single predictors (all significant at the one per cent level) were found to be undergraduate GPA, the Watson-Glaser Critical Thinking Appraisal Test, and The Ohio State University Psychological Test. A multiple predictor involving these three variables yielded a correlation coefficient of .389 with the graduate GPA. The difference in predictor correlation between undergraduate GPA for all four years and that for only the last two years was very slight.  相似文献   

8.
The structural relation of the seven noncognitive dimensions proposed by Sedlacek and Brooks in 1976 and traditional definitions of academic ability, as indicated by Scholastic Aptitude Test (SAT) scores, to first semester grade-point average (GPA) and persistence after three and five semesters was examined in this study. Random samples of entrants at one predominantly white state university were administered the Non-cognitive Questionnaire (NCQ) during summer orientation in 1979 and 1980. The NCQ results and the SAT scores were used to derive structural models (using LISREL) or early academic success for both black and white students. The structural models for the black and white students were found to be very different. For black students, traditional academic ability was related to first semester GPA, but neither GPA nor academic ability was related to persistence. Only the noncognitive dimensions were predictive of black student persistence. For white students, academic ability was the best predictor of first semester grades, and these grades were the major predictor of subsequent persistence. The noncognitive dimensions were not important in white student academic success, whereas they were crucial in black student academic success.  相似文献   

9.
Data from the National Survey of Student Engagement (NSSE) collected across seven years were used to predict final, cumulative grade point averages (GPA). Cross‐product regression was used to explore the predictive abilities of the NSSE benchmark scores for freshmen (n = 2578) and seniors (n = 2293) collected in cross‐sectional cohorts. Hierarchical regression was also used with 127 longitudinal responses in students’ first and senior years of college. In the cross‐sectional analyses, Level of Academic Challenge emerged as a significant predictor of GPA for freshmen, whereas the Active and Collaborative Learning benchmark was a significant predictor for seniors; both effects were modest. The cross‐sectional data explained 22.6% of the variance with 18.2% of this variance accounted for by pre‐college control factors (American College Test score and high school GPA). For the analysis of longitudinal data, 31.3% of the variance was explained and 27.8% was attributed to the pre‐college indicators. No benchmark scores were significant predictors of GPA in the longitudinal data. Results suggest that cross‐sectional analyses can adequately detect modest effects on final GPA. In contrast, longitudinal models explain more variance, though they lack the power to reveal modest effects. This study suggests approaches for the responsible use of cross‐sectional and longitudinal data in educational research.  相似文献   

10.
ABSTRACT

Becoming a university graduate has long been considered the route to individual occupational and social mobility, while educating more citizens has been assumed to add to a nation’s human capital and competitiveness. University education has come to be associated with individual and societal aspiration. However, changes in the labour market associated with globalisation, technology, and fears of graduate underemployment have served to question this. This paper seeks to uncover the meaning that individuals construct about their early careers as they navigate such uncertain contexts. It reports on a study based on the graduate population of one university in England. Analysis tests the value of Figured Worlds theory. Using the construct of ‘self-authoring’, this paper identifies competing voices around employability and career success. Findings reveal how graduates orchestrate varied voices, in order to find ways to figure their experience and what it means to be a successful graduate.  相似文献   

11.
Transversal skills, such as complex problem solving (CPS) are viewed as central twenty-first-century skills. Recent empirical findings have already supported the importance of CPS for early academic advancement. We wanted to determine whether CPS could also contribute to the understanding of career advancement later in life. Towards this end, we conducted a study (n = 245) at a large German automobile company in which we predicted career advancement and related criteria with CPS in addition to general mental ability (GMA). A computer-based assessment served as a measure of CPS. The dependent variables were the participants’ job level in accordance with the international standard classification for occupations (ISCO-08) and the number of professional training days as a proxy for lifelong learning efforts. The data were analysed using a structural equation modelling approach. CPS and GMA showed correlations (from .18 to .26, p < .01) with indicators of career advancement. All regression models showed good fit and indicated that CPS explained incremental variance in one of two indicators (β was .14 for trainings, p < .05). Our findings suggest an increment of CPS for predicting career advancement beyond GMA. Hence, CPS could complement GMA in methodologies for the study of professional development.  相似文献   

12.
《Africa Education Review》2013,10(3):466-484
Abstract

Student academic success is an important issue in South African (SA) higher education (HE). The transition from school to HE is a critical time that a student must successfully negotiate in order ultimately to succeed at university. Tinto (1993) identified the first phase of the transition process as the separation phase during which the student starts the move away from the originating environment toward becoming integrated into the institutional community. Orientation programmes have traditionally been one way in which institutions have tried to assist students in adapting to the new environment. Orientation sessions have however not always had the practical effect of improving student success. This article reports back on a newly designed “true to life” extended orientation programme that was implemented during January 2008. The success of the programme was evaluated using student feedback and by tracking the academic performance of the students. After tracking student academic performance the performance of the students who took part in the orientation programme was compared with the academic results of those who did not attend. The extended orientation programme seemed to have positively contributed towards student success.  相似文献   

13.
The major purpose of this study was to investigate the relationships among properties of college students’ self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N?=?130) were asked to list 20 of their goals (academic and/or non-academic). For each of their goals, goal specificity, value, expectation of success and autonomous and controlled motivation were measured and then ratings on each goal property were averaged across students’ academic goals (24.75% of all goals) to predict students’ grade point average (GPA) for the semester. Regression results suggested a positive affect on students’ semester GPA for goal specificity and a negative effect for controlled motivation; the model explained 19% of the variation in GPA. This research may help to inform motivation researchers and educational practitioners who assist college students with goal setting.  相似文献   

14.
Abstract

This article reports on a study focusing on the first-year academic experiences, success and failure of a cohort of students at a historically black university campus in South Africa. It examines their academic experiences and factors which influenced their success and failure at the end of the first year. Views were sought from a sample of 100 lecturers and 500 first-year students using quantitative (survey) and qualitative (questionnaire) data collection methods. The results indicate that on the one hand, academic success for this cohort was influenced by class attendance, completion and timely submission of assignments, and group discussions/group work. On the other hand, academic failure was attributed to late submission of assignments, inability to ask questions and poor communication skills. The results also point to a need to pay serious attention to improving the academic learning environment of first-year students in order to enhance students’ chances of success.  相似文献   

15.
Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master’s programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the Master’s programme grade point average (GGPA) with and without the addition of the undergraduate GPA (UGPA) and the TOEFL score, and of GRE scores for study completion and Master’s thesis performance. GRE scores explained 20% of the variation in the GGPA, while additional 7% were explained by the TOEFL score and 3% by the UGPA. Contrary to common belief, the GRE quantitative reasoning score showed only little explanatory power. GRE scores were also weakly related to study progress but not to thesis performance. Nevertheless, GRE and TOEFL scores were found to be sensible admissions instruments. Rigorous methodology was used to obtain highly reliable results.  相似文献   

16.
Recent studies on student learning in higher education have paid attention to the relationships between characteristics of the learning environment and students' study orientations and study success. The purpose of the present paper is to examine these relationships in university level engineering education. The data were collected from Lappeenranta University of Technology, Finland, by means of an Internet survey (n=394). Grade point average, credits per semester and students' qualitative evaluation of their learning outcomes were used as indicators of study success. The findings of the study indicate that students' perceptions of their learning environment were related to their study orientations which, in turn, were related to study success. Having a deep study strategy was the most important predictor of study success. Having a surface strategy, doubt about one's abilities and lack of regulation were factors negatively related to study success. Meaning-oriented and self-regulated students using a deep strategy showed the best success in their studies and externally regulated students using a surface strategy the worst. The findings of the study suggest that the learning environments in Lappeenranta University of Technology encourage deep learning.  相似文献   

17.
The “remembered success effect” (Finn, 2010) refers to the finding that challenging academic tasks that start or end with extra opportunities for success are often preferred to challenging tasks that do not include these opportunities. Research on the remembered success effect has identified some memory processes that are thought to give rise to the effect. To date there has been no research on how experiences of remembered success relate to motivational constructs that may be associated with the effect. Accordingly, we examined how challenging math experiences designed to induce remembered success impacted individuals’ expectancies for success, positive task value and perceived costs, and how these motivational constructs related to two future task choices; expectancy-value theory posits that expectancies and task values are the most direct motivational predictors of choice. In two studies, participants completed two challenging math tasks under two conditions: a short task of all difficult problems and a longer, “extended” task that had the same number of difficult problems plus a set of moderately difficult problems. Results demonstrated that expectancies and subjective task value were higher, and perceived costs lower in the “extended” condition than in the short condition. In both experiments, the between-task difference scores (i.e., extended task minus short task) for positive task values, expectancies, and perceived costs were significantly correlated with both task choices. Notably, the positive task value difference score uniquely predicted at least one of the two choices in both experiments. Costs and expectancies were less consistent unique predictors of choice: the between-task difference in perceived costs predicted one choice in Experiment 1, but neither choice Experiment 2, and the difference in expectancies only predicted the choices in Experiment 2.  相似文献   

18.
Academic careers of the 123 students admitted to a doctoral program in psychology between 1963–1967 were reviewed. The attrition rate was 35%, while 29% completed a Ph.D. within four years. While there was no evidence that women were discriminated against in acceptance, attrition was significantly higher among them than among men. Fifteen traditional predictors including GRE scores, undergraduate GPA, letters of recommendation, and prior graduate work were correlated with 13 criteria such as first and later years' graduate GPA, first-year faculty evaluation, withdrawal from program, and completion of Ph.D. Correlations of predictors with the four most important criteria of graduate success revealed that undergraduate GPA, letters of recommendation, major, and quality of undergraduate department were correlated positively with first-year performance but not with eventual success. The best predictors of the ultimate criterion, the Ph.D., were having a master's degree at entrance, age and marital status (the latter two highly correlated with the first), and first-year faculty evaluation. Inasmuch as the last was the best single predictor of the long-term criteria of years of successful study and obtaining the Ph.D., it is suggested that more attention be given by departments to the systematic development and use of early faculty evaluations of the performance of selected students rather than continuing to be concerned with perfecting selection.Carol Lillie (Rater 1) and Virginia de Wolf (Rater 2) assisted in data collection and development of letter rating schemes referred to. These may be requested from the Bureau of Testing, University of Washington, Seattle 98195.  相似文献   

19.
The purpose of the study was to bridge the gap between situational and more general measures in investigating university students' studying. More precisely, the aim was to establish a connection between students' situational reaction tendencies and their general study orientations. Furthermore, situational reaction tendencies were related to the applied learning strategies and actual study success. The participants in the study were 578 second year students in a multi-disciplinary Finnish university. A questionnaire was used including the Inventory of General Study Orientations (IGSO) and measures concerning situational reaction tendencies, learning strategies, self-efficacy and self-evaluated expertise. Archive data from the university's student register were utilized to objectively examine study success. The following four groups of students with differing situational reaction tendencies were distinguished: performance-oriented students, task-oriented students, socially oriented students and avoiders. It was found that the groups differed from each other regarding general study orientations, applied learning strategies and study success.  相似文献   

20.
Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a study that involved multifactorial approaches based in a combination of aspects of social network theory and social ecology theory. Analysis was enacted through social network analysis of archival data sets derived from a single cohort of 4065 undergraduate students at a regional Australian university. The findings suggest that models of academic success are suited to examination of the broader issues of student agency and undergraduate university education. The success networks developed are uniquely student-centred and place-based and may serve as more nuanced models for university intervention and support structures and mechanisms.  相似文献   

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