Sense of coherence and academic achievement of domestic and international students: a comparative analysis |
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Authors: | J Paul Grayson |
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Institution: | (1) Atkinson School of Social Science, York University, 4700 Keele St., Toronto, ON, Canada, M3J 1P3 |
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Abstract: | Traditional models of educational outcomes relate academic achievement to university experiences controlling for background
characteristics, like former levels of achievement. In these models, most of the variance in the outcome under consideration
is explained not by experiences inside the university but by background characteristics, such as prior levels of academic
achievement. In many instances the contribution of institutional experiences to outcomes under consideration is small. To
date, researchers have not included sense of coherence (SOC) among background characteristics. In the current study traditional
models are modified to include SOC as a possible contributor to first year academic achievement among domestic and international
students with English and other first languages at four Canadian universities. It is found that a model including SOC better
fits data for commuter and residence students than a model in which SOC is omitted. Although the effect of SOC on first year
academic achievement is small, it is larger than the effects of some institutional experiences. As a result, SOC should be
included in attempts to explain first year academic achievement. |
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Keywords: | Sense of coherence Academic achievement Educational outcomes |
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