Page 90 - Secondary school students’ university readiness and their transition to university Els van Rooij

Systematic review of rst-year success
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Table I (continued) Overview of the characteristics and main results of the included studies
Ref. Author (year) nr.
Country / Level Analysis of education
/ Degree
programme
Outcome Category: independent variables used in variables the study
Main ndings (pertaining to the review)
31 Torenbeek, Jansen, & Hofman (2011a)
Netherlands MANCOVA / University
/ Several
programmes
EC Ability: secondary school GPA
Learning environment: teaching approach at
Secondary school GPA was a strong predictor of EC. In the humanities and social sciences programmes, secondary school GPA also predicted the perceived t. In the humanities and social sciences, students from secondary schools with strong teacher control obtained more EC.
32 Torenbeek, Jansen, & Hofman (2011b)
Netherlands / University / Several programmes
Path analysis
EC Ability: secondary school GPA Learning environment: student-
EC was positively in uenced by secondary school GPA, the perceived t, and teaching approach (a higher secondary school GPA, being more satis ed with the t, and more student-centered teaching led to more credits). e perceived t was positively a ected by secondary school GPA and attention to basic and collaboration skills. e perceived t was a ected negatively by teaching approach and higher order skills, i.e., more student-centered teaching and more attention to higher order skills led to less satisfaction with the t.
33 Torenbeek, Jansen, & Hofman (2011c)
Netherlands Regression / University
/ Several
programmes
EC Ability: secondary school GPA Demographic: gender
Secondary school GPA was positively related to EC. Less student-centered teaching at university was negatively related to EC; more student-centered teaching was positively related to EC. A comparable approach at secondary school and university and much more student-centered teaching at university were unrelated to EC.
secondary school (strong teacher control, moderate teacher control, shared control)
centeredness of teaching approach, basic skills development, collaboration skills development, higher order skills development, perceived t between secondary and university education
Learning environment: type of t secondary and university education (less student- centered at university, match, more student- centered, much more student-centered)