Page 195 - Secondary school students’ university readiness and their transition to university Els van Rooij
P. 195
Chapter 7
attained credits (β = .50) in university. Secondary school GPA only had impact on university GPA (β = .28). Respectively 29% and 25% of the variance in GPA and credits was explained. e intention to persist was largely in uenced by students’ satisfaction with the degree programme they had chosen (β = .60).
Figure 7.2 Fitted model of motivational and behavioural factors impacting academic adjustment and student success outcomes
Note: Dotted lines represent insigni cant pathways
7.5 Discussion
7.5.1 Discussion of the main findings
We investigated which motivational and behavioural variables measured in the beginning of the rst year of university affected students’ academic adjustment and success (GPA, credits, and intention to persist) and the in uence of academic adjustment in predicting these three outcomes. Students who were more intrinsically motivated to gain academic knowledge and to do research, who could effectively regulate their study behaviour, and who were more satis ed with their chosen degree programme had better academic adjustment (i.e., had
194
