Page 86 - Secondary school students’ university readiness and their transition to university Els van Rooij

Systematic review of rst-year success
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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 variables
Category: independent variables used in the study
Main ndings (pertaining to the review)
16 Kamphorst, Hofman, Jansen, &
Netherlands
/ Professional education
/ Several programmes at ve institutes
Path analysis
EC
Demographic: gender
Prior education: level of prior education Motivation: intention to persist
Learning environment: contact hours, preparation through active learning skills in secondary school, preparation of academic knowledge and skills in secondary school Psychosocial: satisfaction with active learning, satisfaction with academic knowledge and skills, integration
Engagement: independent study hours
Intention to persist was the strongest predictor of EC. Other predictors were gender (in favour of females), preparation through active learning (negative), contact hours, independent study hours, satisfaction with academic knowledge and skills, and integration. e models that explained EC di ered per study eld.
Terlouw (2012)
17 Kamphorst, Hofman, Jansen, &
Netherlands
/ University
/ Several programmes at one institute
Path analysis
EC
Personality: procrastination Motivation: intrinsic value, perceived competence
Learning strategies: deep learning, self- regulation
EC was positively in uenced by
perceived competence and negatively by procrastination. Intrinsic value and self- regulation a ected procrastination negatively. Self-regulation, deep learning, and intrinsic value a ected perceived competence.
Terlouw (2013)
18 Kamphorst, Hofman, Jansen, &
Netherlands / Professional education / Engineering
Path analysis, t-test
EC Persistence
Demographic: gender Psychosocial: academic integration
Female students were more successful than male students in terms of EC obtainment and retention. For both men and women, academic integration predicted EC.
Terlouw (2015)