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Early Predictors of First-Year Academic Success at University: Pre-University Effort, Pre-University Self-Efficacy, and Pre-University Reasons for Attending University
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van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.; Arends, Lidia R. – Educational Research and Evaluation, 2017
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…
Descriptors: Foreign Countries, College Freshmen, Predictor Variables, Academic Achievement
Assessing Knowledge Growth in a Psychology Curriculum: Which Students Improve Most?
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Schaap, Lydia; Schmidt, Henk G.; Verkoeijen, Peter P. J. L. – Assessment & Evaluation in Higher Education, 2012
The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior…
Descriptors: Psychology, Problem Based Learning, Student Evaluation, Summative Evaluation
Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program
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de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T. – Learning and Individual Differences, 2012
This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…
Descriptors: Personality Traits, Intelligence, Learning Activities, Academic Achievement
The Relationship between First-Year Achievement and the Pedagogical-Didactical Fit between Secondary School and University
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Torenbeek, Marjolein; Jansen, Ellen; Hofman, Adriaan – Educational Studies, 2011
Central in this study is the degree to which the pedagogical-didactical approach in undergraduate programmes aligns with the pedagogical-didactical approach in secondary schools, and how this is related to first-year achievement. Approaches to teaching at secondary schools and in first-year university programmes were examined by interviewing…
Descriptors: Secondary Schools, Interviews, Multiple Regression Analysis, Teaching Methods