Page 87 - 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 variables
Category: independent variables used in the study
Main ndings (pertaining to the review)
19 Loyens, Rikers, & Schmidt (2007)
Netherlands / University / Psychology
Path analysis
Persistence
Motivation: motivation to learn, self- perceived inability to learn
Learning strategies: knowledge construction, cooperative learning, authentic problems Engagement: study time, observed learning activities
Self-study time and the conception of learning as knowledge construction were related to observed learning activities. Self- perceived inability to learn and motivation to learn led to self-study time. Observed learning activities and self-study time
were related to dropout. e conception
of learning as knowledge construction
was related to learning activities and self- perceived inability to learn, and motivation to learn was related to self-study time.
20 Meeuwisse, Severiens, & Born
Netherlands
/ University
/ Several programmes at four universities
Path analysis
EC
Demographic: majority or minority Learning environment: activating learning environment
Psychosocial: sense of belonging
In the model for all students, EC was in uenced by sense of belonging. Sense
of belonging was in uenced by formal teacher interaction, formal peer interaction, and informal peer interaction. Learning environment was related to all types of interaction.
(2010)
21 Pinxten, De Fraine, Van den Noortgate, Van
Flanders / University
/ Several programmes at several universitites
Regression
Persistence
Demographic: gender, SES
Prior education: weekly hours of mathematics, science, economics, classical, and modern languages
Motivation: academic self-concept, occupational interests, future aspirations Other: language test, mathematics test at the end of G12
Students with better scores on the mathematics and language tests at the end of secondary education and who had had more hours of mathematics, science, and classical languages in secondary school were more likely to pass the rst year. Controlled for secondary school achievement and subject uptake, female students, students from a higher SES, and students with a more positive self-concept were more likely to succeed.
Damme, Boonen, & Vanlaar (2015)