Page 88 - 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)
22 Rienties, Beausaert, Grohnert,
Netherlands / University / Business programmes at several institutes
Regression
EC GPA
Psychosocial: academic adjustment, social adjustment, personal-emotional adjustment, institutional attachment, perception of the faculty, study support, students’ satisfaction with social life, nancial support
GPA and EC were in uenced by academic adjustment and (to a smaller extent) by institutional attachment. In addition, EC obtainment was a ected by personal- emotional adjustment and perception of the faculty.
Niemantsverdriet, & Kommers (2012)
23 Severiens & Schmidt (2009)
Netherlands / University / Psychology
Path analysis, ANOVA
EC
Learning environment: extent of problem- based learning (PBL) focus
Psychosocial: formal academic integration, informal academic integration, formal social integration, informal social integration
Students in a problem-based learning environment had higher formal and informal academic integration and higher formal social integration. PBL was also directly related to EC. Formal social integration positively a ected EC, whereas informal academic integration negatively a ected EC.
24 Severiens & Wol (2008)
Netherlands / University / Several programmes
Path analysis
EC GPA
Demographic: gender, SES, majority or minority
Female students and students from a higher SES obtained more EC, but did not have
a higher GPA. Majority students obtained more EC and had a higher GPA than minority students.
25 Stegers-Jager, Cohen-Schotanus,
Netherlands / University / Medicine
Path analysis
GPA
Motivation: intrinsic goal orientation, task value, self-e cacy
Learning strategies: elaboration, organisation, metacognition, time management, e ort regulation
Intrinsic goal orientation, task value, and self-e cacy were positively related to GPA. All cognitive and metacognitive strategies except organisation were positively related to GPA.
emmen (2012)
26 Suhre, Jansen, & Harskamp (2007)
Netherlands / University / Law
Path analysis
EC Persistence
Ability: secondary school GPA
Motivation: study motivation
Psychosocial: degree programme satisfaction, perception of faculty contacts
Engagement: regular study behaviour, tutorial attendance
Secondary school GPA, study motivation, degree programme satisfaction, regular study behaviour, and tutorial attendance all in uenced a student’s number of obtained credits and persistence. Degree programme satisfaction, tutorial attendance, and regular study behaviour mattered most.
Engagement: lecture attendance, tutorial attendance, completion of study assignments