Page 83 - Secondary school students’ university readiness and their transition to university Els van Rooij

Chapter 3
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Table I (continued) Overview of the characteristics and main results of the included studies
Ref. Author (year) nr.
Country / Level of education
/ Degree programme
Analysis
Outcome Category: independent variables used in variables the study
Main ndings (pertaining to the review)
8 De Feyter, Caers, Vigna, & Berings
Flanders / Professional education
/ Business Administration
Regression
EC Personality: neuroticism, extraversion, openness, agreeableness, conscientiousness
Personality factors were better predictors
of performance than academic motivation. Conscientiousness and extraversion predicted academic motivation, but only
for highly conscientious students this e ect continued into a higher performance. Extraversion had a negative direct e ect on performance. Agreeableness, neuroticism, and self-e cacy had a positive direct e ect on performance. e e ect of neuroticism on performance was moderated by self-e cacy.
(2012)
Motivation: self-e cacy, academic motivation
9 De Koning, Loyens, Rikers,
Netherlands / University / Psychology
Regression
EC Ability: secondary school GPA, intelligence GPA Demographic: gender, nationality, age
Students with higher scores on observed learning activities and lower scores on neuroticism and openness obtained
more EC and had a higher GPA. Self-
study time, extraversion (negatively) and conscientiousness only in uenced GPA. From the background variables, prior education in uenced EC and GPA: Students from pre-university education obtained more credits and had a higher GPA. Secondary school GPA and intelligence (word matrix and non-verbal abstraction) only in uenced GPA.
Smeets, & Van der Molen (2012)
Prior education: prior education Personality: neuroticism, extraversion, openness, agreeableness, conscientiousness Engagement: observed learning activities, self-study time
10 De Koning, Loyens, Rikers,
Netherlands / University / Psychology
ANCOVA
EC Learning environment: BSA GPA
e pre-BSA cohort obtained a signi cantly higher GPA and had a higher number of EC than the BSA cohort.
Smeets, & Van der Molen (2014)