Page 70 - Secondary school students’ university readiness and their transition to university Els van Rooij

three studies that focused on learning skills preparation in school found varying results: A professional study found a negative result on EC; a university study found a positive result on EC and no relationship with persistence.
Psychosocial factors
Looking at the results regarding Baker and Siryk’s (1989) four aspects of adjustment
– academic (investigated by one Dutch and two Flemish studies), social, personal-
emotional, and institutional (all investigated by one Dutch and 2 Flemish study) – 3 the results showed that academic adjustment and institutional attachment had the
most positive relationships with GPA, EC, and persistence. Only between these
types of adjustment and GPA, one Flemish university study found no signi cant relationships.
Furthermore, two Dutch university studies showed that students who were more satis ed with the degree programme obtained more credits and were more likely to persist.
Learning strategies
e four Dutch and one Flemish studies that looked at self-regulation reported more non-signi cant relationships between self-regulation and student success than positive ones: Only two Dutch university studies found a positive relationship, one for GPA and one for EC. For external regulation, a Dutch university study found a negative relationship with GPA, a Dutch professional study found no relationship with EC and persistence, and one Flemish professional study found a positive relationship with credits, but no relationship with persistence. Lack of regulation, however, showed consistent negative relationships with GPA (Dutch university sample) and EC and persistence (Dutch and Flemish professional education samples).
Only non-signi cant results were found for deep learning in one Flemish professional education study and three Dutch university studies. Two subcategories of deep learning, relating and structuring and critical processing, however, did show positive relationships with GPA in a Dutch university study. A Flemish professional education study found a positive relationship with EC for relating and structuring, but not with persistence. Critical processing was not related to Flemish professional students’ EC and persistence. Analysing was not related to university students’ GPA or professional students’ EC, but only to professional students’ persistence.
Systematic review of rst-year success
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