Page 193 - Secondary school students’ university readiness and their transition to university Els van Rooij

Chapter 7
Table 7.2 Descriptive statistics
Variable
Secondary school GPA University GPA
University creditsa
Intention to persistb
Academic adjustment Academic motivation Academic self-e cacy Self-regulated study behaviour Degree programme satisfaction
M SD
7.07 .72 6.90 .98 4.42 1.10 4.66 .69 3.65 .45 3.46 .59 3.64 .42 5.09 .96 4.23 .70
Min–max
6–9
4–9
1–5
1–5 2.27–4.78 1.67–5 2.63–4.69 2.33–7 1.33–5
Notes:
a Because degree programmes di er in the possible number of credits a student can attain in the rst half of the rst semester, credits is an ordinal variable ranging from 1 (“I attained none of the credits that could be attained so far”) to 5 (“I attained all of the credits that could be attained so far”).
b Students rated their intention to persist on a ve-point scale: 1 = “I will quit this programme”, and 5 = “I am determined to nish this programme”.
Table 7.3 shows the correlations between all factors used in the model. e motivational and behavioural variables had higher correlations with academic adjustment than with the three measures of student success, with the exception of degree programme satisfaction, which correlated equally strongly with intention to persist and academic adjustment.
Table 7.3 Correlations between the motivational and behavioural factors and student success outcomes
12345678
1. University GPA
2. University credits
3. Intention to persist
4. Secondary school GPA
5. Academic adjustment
6. Academic motivation
7. Academic self-e cacy
8. Self-regulated study behaviour 9. Degree programme satisfaction
Notes:
** p < .01 * p < .05
.59**
.22** .26**
.48** .33** .10 .44** .47** .35** .21** .16* .16* .34** .20* .15 .44** .36** .01 .27** .27** .60**
.27**
.21** .28**
.22** .55** .22**
.37** .71** .10 .57**
.11 .60** .17* .23** .24*
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