Page 89 - 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)
27 Suhre, Jansen, & Torenbeek (2013)
Netherlands / University / Law
Path analysis
GPA rst semester
Ability: secondary school GPA Motivation: fear of failure, goal-setting Learning environment: perceived degree programme organization, perceived transparency of examinations, perceived orientation quality
First semester GPA was positively related
to secondary school GPA, goal setting, perceived degree programme organisation, and perceived transparency of examinations. Fear of failure was negatively related to rst semester GPA.
28 Te Wierik, Beishuizen, & Van
Netherlands / Professional education
/ Several programmes
T-test, regression
EC
Prior education: level of prior education Learning environment: career guidance
e cohort that had career guidance implemented in the curriculum obtained more credits than previous cohorts who did not. Level of prior education also predicted EC.
Os (2015)
29 Torenbeek, Jansen, & Hofman (2009)
Netherlands / University / Several programmes
Path analysis
EC
Ability: secondary school GPA
Learning environment: perceived t between secondary and university education
More satisfaction with the t between secondary and university education had a positive e ect on EC. Secondary school GPA in uenced the satisfaction with the t and EC.
30 Torenbeek, Jansen, & Hofman (2010)
Netherlands / University / Several programmes
Path analysis
EC
Ability: secondary school GPA
Demographic: gender, employment Motivation: motivation
Learning environment: resemblance teaching and learning environment school and university, expectations of and orientation to university education
EC was a ected by secondary school
GPA, class attendance and self-study time. Motivation in uenced attendance and study time positively; employment in uenced these factors negatively. Resemblance of the teaching and learning environment in school and university a ected attendance and study time positively, and adjustment negatively, i.e., when students perceived the learning environment as similar to that at secondary school, they attended more classes and when they experienced little need for adjusting to university, they spent less time studying.
Psychosocial: contact with teachers, contact with students, adjustment
Engagement: class attendance, self-study time