Page 144 - Secondary school students’ university readiness and their transition to university Els van Rooij

not di er much from the overall average GPA. e last group consisted of one h of all grade 12 students (n = 137; 20.9%). ese students had the highest scores on behavioural and cognitive engagement, and the second highest on intellectual engagement, which is why we called this group overall highly engaged. Female students were overrepresented in this class, but there was no notable di erence from the total sample regarding coursework. e highly engaged learners had the highest high school GPA of all groups. Whereas 68.6% of the students in the total sample indicated they were planning to attend university a er graduating from pre-university, notably less intellectually highly disengaged learners did so (34.2%) and more intellectually engaged, and overall highly engaged learners did so (81.9 and 80.3%).
Bonferroni post hoc comparisons showed that all classes di ered
signi cantly (p < 0.01) from one another in their surface learning and self-
regulated learning (Table 5.5). On the other variables, varying pairs of classes had
comparable scores. As can be derived from the R-square values in the last column
of Table 5.5, substantial variance in the indicator variables could be explained 5 by class membership. e largest e ects of class membership appeared in the
academic interest (R2 = 0.60), surface learning (R2 = 0.45), and metacognition (R2
= 0.44) measures.
5.6.3 Relationships between latent pro les and university success
To determine whether and how the pro les related to university success, we compared them on grade point average (GPA) and number of attained credits (EC) in the rst semester of the rst year of university and on four measures of academic adjustment (see Figure 5.3 and Table 5.6).
Pro les of student engagement
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