Page 85 - Secondary school students’ university readiness and their transition to university Els van Rooij

Chapter 3
84
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 variables
Category: independent variables used in the study
Main ndings (pertaining to the review)
13 Fonteyne et al. (2014)
Flanders / University / Psychology and Educational Sciences
Regression
Persistence
Demographic: gender
Prior education: level of prior education, secondary school hours of mathematics, secondary school track
Other (not used in this review): mathematics test
e basic mathematics test, together
with prior education, explained 20%
of the variance in passing the rst year. Students from general secondary education programmes passed more o en than students from technical, arts, or vocational secondary education programmes. Students from programmes with a higher focus on science and classical languages passed more o en than students from a programme with a focus on social sciences, languages, and economics. Students who took more hours of mathematics in secondary school passed more o en.
14 Germeijs & Verschueren
Flanders / University and professional education
Regression
Persistence
Ability: cognitive ability
Demographic: gender
Prior education: career decisional tasks during secondary school (orientation to choice, self-exploratory behaviour, broad exploratory behaviour, in-depth exploratory behaviour, decisional status, commitment) Psychosocial: academic adjustment, commitment, choice actualisation in higher education
Choice actualisation, commitment, and academic adjustment in uenced the odds of passing the rst year. Passing the rst year could not be directly predicted from students’ coping with the career decisional tasks at the end of grade 12.
(2006)
15 Jansen & Suhre (2010)
Netherlands / University / Law
Path analysis
EC Persistence
Ability: secondary school GPA
Motivation: study motivation
Learning environment: time management preparation in secondary school, learning skills preparation in secondary school Psychosocial: degree programme satisfaction Engagement: regular study behaviour, tutorial attendance
EC was a ected by degree programme satisfaction, tutorial attendance, and secondary school GPA. Dropout was negatively in uenced by degree programme satisfaction. Preparation in time management and learning skills positively a ected motivation and study behaviour and thereby enhanced academic achievement.
/ Several programmes at several institutes