Page 91 - 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)
34 Van Bragt, Bakx, Bergen, & Croon
Netherlands / Professional education
/ Several programmes
Regression
EC Persistence
Demographic: gender
Prior education: prior education Personality: extraversion, agreeableness, conscientiousness, emotional stability, autonomy
Learning strategies: personal orientations
on learning (constructive self-regulation, reproductive external regulation, ambivalence and lack of regulation), study approach (meaningful integrative approach, super cial approach)
Women earned more credits and continued their studies more o en than men. Conscientiousness was positively related
to credit obtainment, and persistence
(2010)
35 Van Soom & Donche (2014)
Flanders / University
/ STEM programmes
Cluster analysis, ANOVA
EC
GPA rst semester
Ability: secondary school GPA
Demographic: gender
Prior education: secondary school study track Motivation: autonomous motivation, controlled motivation, academic self-concept
Secondary school GPA, autonomous motivation, and academic self-concept were positively related to GPA and EC. Female students and students from a traditional secondary school track (i.e., with more focus on science and classical languages) had higher GPAs and obtained more credits.
36 Vanthournout, Gijbels, Coertjens,
Flanders / Professional education
/ Teacher Education
Regression, path analysis
EC Persistence
Demographic: gender
Motivation: autonomous motivation, controlled motivation, amotivation
Learning strategies: processing strategies (relating and structuring, critical processing, analyzing, memorizing, concrete processing), regulation strategies (self-regulation, external regulation, lack of regulation)
Amotivation was the only motivational factor that was related to persistence and EC. ere was a marginal e ect of lack of regulation on persistence. Relating and structuring, lack
Donche, & Van Petegem (2012)
of regulation, and external regulation were related to EC.
and ambivalence and lack of regulation negatively.