Page 119 - Secondary school students’ university readiness and their transition to university Els van Rooij

Chapter 4
= .26 (.05), respectively), whereas out-of-school academic activities mattered less (β = .14 (.05)). Contrary to expectations, behavioural engagement was not related to academic self-e cacy: Students who were more behaviourally engaged in school did not necessarily have more con dence in their abilities to be a successful university student. We con rmed the hypothesised link from gender to behavioural engagement, such that girls were more engaged in school. e level of education of the parents also signi cantly in uenced need for cognition and the extent of out-of-school academic activities in which a student engaged. e level of education of the parents, however, did not in uence a student’s behavioural engagement or academic interest. Other links arose between gender and out- of-school academic activities (β = .25 (.04)), between coursework and need for cognition (β = .11 (.05)), and between coursework and academic interest (β = .22 (.04)). us, boys were more engaged in out-of-school academic activities and students undertaking science coursework had a higher need for cognition and showed more academic interest.
Figure 4.2 Standardised effects (and standard errors) of all factors in the model in uencing self-e cacy
Notes: χ212 = 22.12, p = .04 (N = 472); χ2/df = 1.84; RMSEA = .04 (90% con dence interval \[.01, .07\]), SRMR = .04, CFI = .98, and TLI = .96. Gender was coded as 0 = female; 1 = male. Parental educational level was coded as 0 = no parent attended university, 1 = one parent attended university, 2 = two parents attended university. Coursework was coded as 0 = humanities/social sciences student; 1 = science student. A dotted line represents a non-signi cant pathway.
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