Page 92 - 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)
37 Vermunt (2005)
Netherlands / University / Several programmes
Correlation
GPA rst semester
Demographic: age, gender
Prior education: highest level of completed prior education
Motivation: learning orientations (personally interested, certi cate-oriented, self-test oriented, vocation-oriented, ambivalent) Learning strategies: processing strategies (relating and structuring, critical processing, memorising and rehearsing, analysing, concrete processing), regulation strategies (self-regulation, external regulation, lack
of regulation), conceptions of learning (construction of knowledge, intake of knowledge, use of knowledge, stimulating education, co-operative learning)
Meaning-directed learning was positively associated with GPA and reproduction- directed and undirected learning negatively. Application-directed learning was not clearly related to GPA. Self-regulation was positively related to GPA, and external regulation
38 Visser, Korthagen, & Schoonenboom
Netherlands / Professional education
/ Teacher Education
Path analysis
EC
Personality: procrastination
Motivation: attributional style, self-e cacy, dispositional optimism, self-esteem, lack of motivation, fear of failure
EC was in uenced by self-e cacy (positively), procrastination, and self-esteem (negatively). Lack of motivation and fear of failure in uenced procrastination.
(2015)
and lack of regulation negatively. Relations between learning strategies and conceptions and GPA di ered in di erent disciplines.