Page 98 - Secondary school students’ university readiness and their transition to university Els van Rooij

Systematic review of rst-year success
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Table II.6 Learning environment
Variable (n Dutch and Flemish studies)
Level (n studies)
Dutch studies
Flemish studies
Total positive, negative, and non-signi cant relationships per variable and level
Number of contact hours (3D)
Prof (1) Uni (2)
1+ 2+
Study load (2D)
Prof (0) Uni (2)
Quality of assessment (2D)
Prof (0) Uni (2)
Quality of organisation (2D)
Prof (0) Uni (2)
Student-centered learning environment (3D)
Prof (0) Uni (3)
Perceived t between school and university (2D)
Prof (0) Uni (2)
2+
Resemblance learning environment school and university (2D)
Prof (0) Uni (2)
1+; 1NS
1+; 1NS
Learning skills preparation in school (2D)
Prof (1) Uni (1)
1- 1+
1-
1+; 1NS
Total positive, negative, and non-signi cant relationships per country and outcome
5+; 1NS; 2- 12+; 4NS; 3-
7+; 2NS; 1-
1NS 1NS
Total per country
12+; 4NS; 3-
GPA 2+
Credits 1+
Persistence
GPA
Credits
Persistence
2-
2+
1+; 1NS
2-
2+; 1NS 2+
2+; 1NS
2+
1+; 1NS