Page 101 - Secondary school students’ university readiness and their transition to university Els van Rooij

Chapter 3
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Table II.8 (continued) Learning strategies Variable (n Dutch and Flemish studies)
Level (n studies)
Dutch studies
Flemish studies
Total positive, negative, and non-signi cant relationships per variable and level
Conception of learning as cooperative (2D)
Prof (0) Uni (2)
Total positive, negative, and non-signi cant relationships per country and outcome
1-
5+; 2NS; 3-
1NS 7NS; 1-
1NS; 1-
3+; 12NS; 3-
1NS; 1-
9+; 27NS; 8-
Total per country
Table II.9 Engagement factors
6+; 15NS; 5-
Variable (n Dutch and Flemish studies)
Level (n studies)
Dutch studies
Flemish studies
Total positive, negative, and non-signi cant relationships per variable and level
Lecture attendance (2D)
Prof (0) Uni (2)
Tutorial attendance (3D)
Prof (0) Uni (3)
Observed learning activities (2D)
Prof (0) Uni (2)
Regular study behaviour (2D)
Prof (0) Uni (2)
Self-study time (4D)
Prof (1) Uni (3)
1+
1+; 1NS
1+
3+; 1NS
Total positive, negative, and non-signi cant relationships per country and outcome
1+ 4+
7+; 2NS 7+
Total per country
18+; 2NS
18+; 2NS
GPA
Credits
1+; 6NS; 1-
Persistence
GPA
Credits
Persistence 1+; 6NS; 1-
GPA 1+
Credits 1+
Persistence
GPA
Credits
Persistence
1+ 1+
2+ 1+
3+ 1+ 2+ 1+
6+
1+; 1NS
3+; 1NS
2+; 5NS; 1-
2+
3+