Guiding a diverse mix of first-year business students: implications for university administrators,instructors and students

This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.     

Guiding a diverse mix of first-year business students: implications for university administrators,instructors and students

This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.

     

Cultural capital and academic achievement of first generation domestic and international students in Canadian universities

In Canada little research has been conducted on those who are the first in their families to attend university. Cultural reproduction theory suggests that such students would be less likely to engage in the type of activities that, according to the college impact model, contribute to academic achievement. In order to test these and other possibilities a longitudinal survey‐based study of domestic and international students was conducted at four Canadian universities. Overall it was found that university experiences did vary by the educational background of parents; however, such experiences were not always of consequence for academic achievement.     

The relationship between students' levels of school achievement,their preferences for future enrolment and their images of universities

A survey of 2000 final year students in secondary schools in Western Australia indicates that, although moderately performing students are unlikely to gain entry to university, the majority have a strong preference to attend university rather than vocational training (TAFE). Their actual institutional preferences are highly correlated with their self-perceived, level of academic achievement and their decisions on institutional preferences strongly influence their overall image of individual universities, across a number of dimensions. The research suggests that university marketing might benefit from a more thorough consideration of aspects of the marketing exercise, particularly in relation to the effectiveness of printed promotional material and whether it might more usefully target parents of prospective students.     

The development and validation of an instrument assessing student-institution fit

While past research has focused on how student background characteristics and university experiences predict student retention and achievement, very few studies have examined the role that student-institution ‘fit’ might play in this process. In this study, we developed and validated a student-institution fit instrument that assesses the correspondence between student and institutional characteristics. We then examined the extent to which student-institution fit and friendship groups predict indicators of student success (e.g. academic adjustment and disengagement), which in turn predict future intentions. Using independent samples of undergraduate students from two Australian universities, exploratory and confirmatory factor analyses provide evidence for a unidimensional model of student-institution fit. Moreover, structural equation modelling analyses indicate that student-institution fit predicts greater academic adjustment and less disengagement, which in turn predict intentions regarding retention, transferring to another university, and changing major or career choice.     

Transition from high school to university: a person-centered approach to academic achievement

Although a vast body of studies regarding the variables related to students’ achievement exists, only a handful has investigated how these variables combine and interact together. Such an investigation might make it possible to more accurately illustrate the heterogeneity of students enrolling in university and assess the impact of this diversity on academic achievement. The current study focused on the person-centered approach and investigated the possibility of determining significant subgroups of freshmen in the very first week of the academic year in the Belgian educational context. Using k-mean clustering, 2178 freshmen were classified according to their past performance, socioeconomic status, study choice process, and academic self-efficacy beliefs at the beginning of the first year at university. Analyses of variance were also conducted to analyze the relationship between these student clusters and academic achievement outcomes. Six distinct profiles of students were identified representing different combinations of achievement predictors. Results revealed different odds of success among these profiles. The implications of our approach to the understanding of the heterogeneity of freshmen and the first-year achievement process are discussed.     

Exploring the first year academic achievement of school leavers and mature-age students through structural equation modelling

One of the most noticeable changes to the university student profile over the last decade is the increasing number of mature-age students. This study examined the relationship between previous academic performance, psychological characteristics of the student, learning strategies, and the first year academic performance of school leavers and mature-age students through structural equation modelling (SEM). A total of 1193 first year university students completed a questionnaire at the beginning of their first year of study, and provided consent for their academic results to be tracked over their first year at university. While the overall model of success appeared to fit for both groups, differences were identified in the order of importance of constructs affecting achievement and the strength of some relationships. The most obvious difference occurred in the relationship between previous academic performance, self-reported learning strategies, and achievement in first semester, with previous performance a more accurate predictor of school leavers' performance and self-reported learning strategies a more accurate predictor of mature-age students' performance. This study has implications for the university in terms of the targeting of academic support services for students of different ages.     

Achievement among first-year university students: an integrated and contextualised approach

This paper presents a prospective study aimed at identifying the predictors of academic achievement among first-year university students. It tries to develop an inclusive view of academic achievement by taking into account the possible differential impact of several predictors in two different faculties of the university. Some 317 university students from the two faculties (science and physical education), who were in their first year at university, participated in the study. During the academic year, these students completed a questionnaire. The outcome variable was their average academic mark at the end of the year. Multiple regression analyses were performed to identify the most powerful predictors of achievement. The results showed that past school failure, parental education and self-efficacy beliefs predicted achievement in both programs. Age, secondary-school specialisation, reasons for choosing the program, deep processing, time spent studying and intention to persist have also been highlighted as significant predictors of success, but only in one of the two faculties. Self-efficacy was the most powerful predictor of achievement in physical education courses, whereas intention to persist was the most powerful predictor in science. These results show the importance of adopting an integrated and contextualised approach to exploring the predictors of academic achievement at university.     

“人以群分”适用于大学生的学业成就吗——基于社会网络分析和Meta分析的方法

嵌入班级网络中的大学生在交往中形成不同的小群体,这些小群体间的学业成就是否具有显著性差异?研究者将社会网络分析方法中的整体网分析与元分析(Meta分析)相结合,在对大学生班级内小群体的学业成就差异进行多项独立研究的基础上,运用元分析技术将29项研究(N=1076)的结果予以综合分析,得到如下结论:(1)每个班级的大学生都在互动过程中形成了不同数量的小群体,且每个小群体中的学生数量不同;(2)大学生学业成就存在着“人以群分”现象,即同一班级的大学生在互动中产生的小群体在学业成就上存在显著性差异。因此,大学生应加强与高学业成就水平的小群体之间的互动以提高学业成就;而高校管理者也应采用科学的方法识别班级中的不同小群体,从而采取相应的学业成就提升策略。     

Disentangling the predictive validity of high school grades for academic success in university

To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.     

The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

The relationship between university students’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated for first and fourth-final year students. The responses of 88 first and 92 fourth year students were analysed using a path analysis model. Students’ perceptions of the learning environment were measured by an instrument based on the Course Perceptions Questionnaire (CPQ) and Course Experience Questionnaire (CEQ) inventories. The Approaches to Studying Inventory (ASI) was used to assess students’ approaches to studying. The structure of the ASI inventory was explored by factor analysis. The analysis gave two factors which reflect the deep and surface approaches to studying. Workload does not predict any of the studying approaches and academic outcomes. There was a pattern of relationships between deep approach, perceptions of learning environment which encourage this approach, and outcomes. Assessment methods was the best predictor of satisfaction for all of the students. For the first year students, University grade was not associated with any of the explored variables but the level of satisfaction was predicted by relationships with tutors and fellows. For the fourth year students, good teaching predicted achievement both directly and indirectly through the deep approach to studying. The findings indicate that fourth year students’ perceptions of the current learning environment are a stronger predictor of academic achievement than prior academic ability (university entrance examinations’ grade). The study suggests further exploration of the impact of affect in learning especially for the newcomers.     

The role of prosocial attitudes and academic achievement in peer networks in higher education

After the transition to university, students need to build a new peer network, which helps them to adapt to university life. This study investigated to what extent students’ prosocial attitudes and academic achievement facilitate the embeddedness in friendship and help-seeking networks, while taking structural network characteristics into account. Participants were 95 first-year bachelor’s degree students and were part of learning communities consisting of 12 students at a university in the Netherlands. Measures included student-reports of prosocial attitudes, peer nominations of friendship and help-seeking networks, and officially registered grades (GPA). Longitudinal social network analysis, stochastic actor-based modeling with the package RSiena, revealed that both students’ own prosocial attitudes and achievement played a role in their friendship formation, whereas only students’ own achievement made the formation of their help-seeking relationships more likely. When students were friends, it was more likely that they approached each other for help and vice versa. Similarity in achievement level contributed to relationship formation in friendship and help-seeking networks. Overall, the results underscore the importance of both student’ prosocial attitudes and achievement for their social adjustment (i.e., making friends) and only achievement for their academic adjustment (i.e., seeking help) during the first year of university within the context of small-scale teaching.

     

The effect of secondary school study skills preparation on first‐year university achievement

Although many studies have revealed the importance of study skills for students' first‐year performance and college retention, the extent of the impact of study skills preparation on students' academic achievement is less clear. This paper explores the impact of pre‐university study skills preparation on students' first‐year study experiences, academic achievement and persistence. The setting for this study is a large law school in the Netherlands which attracts students from more than 100 schools for secondary education. The results show that the perceived study skills preparation concerning time management and learning skills does have a positive impact on college students' first‐year study behaviour and academic achievement. However, the study also shows that the impact of perceived college preparation is far less important for college retention than other factors such as satisfaction about the chosen degree programme and tutorial attendance.     

Roommate Effects on Grades: Evidence from First-Year Housing Assignments

This paper estimates the effect of students’ background characteristics on the academic outcomes of their college roommates. It uses data from four classes of students at Wellesley College, where roommate assignment is credibly random, conditional on student responses to a housing preference form. In linear specifications, there are no peer effects on students’ grade point averages. There is some evidence that students’ SAT scores have nonlinear effect on their roommates’ achievement, but the results are not robust. We conclude that roommate peer effects might exist among small groups of students, but they are not a key determinant of students’ average academic outcomes at Wellesley College.     

Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.     

研究型大学生师互动对学业成就的影响:是否因学生背景特征而异

利用H大学“研究型大学本科生就读经历调查”数据,考察不同背景特征学生的生师互动水平,探讨生师互动对认知技能、操作及社交技能、满意度、归属感的影响是否因学生背景特征而异。统计结果表明,男生的生师互动水平显著高于女生;学生家庭收入和父母受教育程度越高,生师互动越频繁;非课程的生师互动对女生学业成就的影响显著高于男生,对低收入家庭和高收入家庭学生的影响高于中等收入家庭,对父母双方均上过大学的学生影响高于父母均未上过大学的学生和一方上过大学的学生;辅助教师进行研究对男生学业成就的影响显著高于女生,对低收入家庭和父母均未上过大学的学生的影响高于同辈。大学应依靠制度性手段提升生师互动的总体水平,采取支持性措施改善弱势学生的生师互动,增强互动情境性以提高课堂互动的质量。     

Effects of Student Displacement in Louisiana During the First Academic Year After the Hurricanes of 2005

The combined impact of Hurricanes Katrina and Rita in 2005 left the education system in the Gulf Coast region of the United States with tremendous challenges to rebuild infrastructure, reestablish services, and accommodate the movements of students that occurred as result of the storms. This article focuses on Louisiana's public school students, of whom 1/4 were displaced as a result of the storms. It explores the experiences of students and the effects of student movements on student achievement and on the state's public education system during the first academic year following the hurricanes. Results suggest that, overall, the education system handled the disruptions of the disaster relatively well. However, more detailed examinations show that some displaced students had problems such as nonenrollment or poor attendance, mental health or behavioral problems, and academic setbacks. Negative achievement effects, which were small overall, were most pronounced among students who remained displaced for the duration of the academic year, and appeared to be mitigated by students' tendency to enroll in schools with higher student performance than their original schools. Additional results show that the negative effects were associated with both the number of schools attended and the amount of school time lost. However, these analyses do not include the displaced students who did not reenroll in a Louisiana public school. These students constitute more than a 1/4 of displaced students and tended to be those who are most at risk for poor academic outcomes.     

Building bridges to student learning: Perceptions of the learning environment,engagement, and learning outcomes among Chinese undergraduates

The study examined the relationships among students’ perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes (cumulative university GPA, generic skills development, and learning satisfaction) with a sample of 2,616 seniors from a full-time research-oriented university in Mainland China. The results supported a model which showed that students’ perceptions of the learning environment and prior academic achievement had direct effects on learning outcomes, and indirect effects via their engagement. The effects, however, varied depending on the type of the outcome in question: (1) Student engagement mediated the relationship between course experience and generic skills development, (2) cocurricular experience positively predicted learning satisfaction, (3) first semester GPA positively predicted cumulative university GPA, and (4) National College Entrance Examination scores did not correlate with any other factor. A major proportion of the variance in the three types of learning outcomes was accounted for by the model, showing its effectiveness in predicting university students’ learning. Implications for improving undergraduate education in China are provided.     

Personal project appraisals, academic achievement and related satisfaction: A prospective study

The impact of achievement project appraisals on academic achievement, satisfaction and test anxiety, as well as on subsequent project appraisals, was examined. First, 303 university students filled in the Little’s Personal Project Analysis (PPA) at the beginning of their studies. Six months later, 170 of them were examined according to their anxiety, and expected and received grades in an examination situation. One year after the first measurement, they filled in an academic satisfaction scale, and two years later, the PPA. Data on academic achievement was gathered from university archives. The results: analysed by structural equation models (SEM), showed that those who appraised their achievement projects in positive terms and as easy to achieve had higher levels of academic achievement and related satisfaction than those who appraised achievement projects as stressful and non-attainable. In turn, the more satisfied they were with their achievements, the more they appraised their achievement projects as easy to achieve two years later. Furthermore, the more the subjects appraised their achievement projects in negative terms, the more anxiety they reported before the examination.     

Identifying characteristics of successful tertiary students using path analysis

Academic achievement is the outcome of a complex system of learning and teaching relationships existing within the context of the university. A causal path model was developed and tested using a partial least squares path analysis procedure in order to examine the relationships among factors hypothesised to influence tertiary students’ academic achievement. Of the eight predictor variables included in the model (Approach to Learning motives and strategies; Learning Style; Age; Sex; Locus of Control; Metacognitive Capability; and students’ Self-Rated performance), Metacognitive Capability most clearly identifies successful students. Relationships among the other variables also provide valuable information about student learning outcomes.