Page 37 - Secondary school students’ university readiness and their transition to university Els van Rooij

Chapter 1
36
Table 1.1 Overview of the chapters: Research questions, sample descriptions, methods, independent factors, and dependent factors
Chapter number
Research questions
Sample
Method
Independent factors
Dependent factors
and title
description
3. A systematic review of
1. Which factors are important correlates of rst- year student success in higher education in the Netherlands and Flanders?
38 Dutch and Flemish peer- reviewed articles which investigated rst-year higher education students’ success
Systematic review
- Ability
- Demographic factors - Prior education
- Personality
- Motivation
- Learning environment - Psychosocial factors
- Learning strategies
- Engagement
- First-year university GPA
factors related to rst-year students’ success in higher education
2. Are there any notable di erences between the Netherlands and Flanders; between professional education and university education; and based on the outcome variable (GPA, EC, or persistence)?
- Number of attained credits
4. Factors that contribute
to secondary school students’ self-e cacy
1. What is the relative importance of need for cognition, academic interest, behavioural engagement, and out-of-school academic activities in terms of in uencing students’ self-e cacy for being a successful university student?
759 grade 10 and 11 students from 5 schools
Structural equation modelling: path analysis
- Gender
- Parental education
- Coursework
- Need for cognition
- Academic interest
- Out-of-school academic
Academic self- e cacy
in being a successful university student
2. How much in uence is exerted by background variables, including gender, level of parental education, and taking science or humanities/social sciences coursework in secondary school?
activities
- Behavioural engagement
5. e relationship between
1. Which student pro les emerge in the last grade of secondary school from the indicators of behavioural, cognitive, and intellectual engagement?
669 grade 12 students from 11 schools, including 90 students who also participated one year later in university
Latent pro le analysis; ANCOVA
- Behavioural engagement: behavioural engagement and self-e cacy: e ort
- First-year university GPA
secondary school students’ engagement pro les and the transition to university
2. How do these groups di er one year later in their academic adjustment and achievement in university?
- Cognitive engagement: surface learning, deep learning, metacognitive learning, self-regulated learning
- Number of attained credits
- Intellectual engagement: need for cognition and academic interest
- Persistence into the second year
- Academic adjustment