| Abstract: | Early prediction of academic performance is important for student support. The authors explored, in a multivariate approach, whether pre‐entry data (e.g., high school study results, preparative activities, expectations, capabilities, motivation, and attitude) could predict university students’ first‐year academic performance. Preregistered applicants for a bachelor's program filled out an intake questionnaire before study entry. Outcome data (first‐year grade point average, course credits, and attrition) were obtained 1 year later. Prediction accuracy was assessed by cross‐validation. Students who performed better in preparatory education, followed a conventional educational path before entering, and expected to spend more time on a program‐related organization performed better during their first year at university. Concrete preuniversity behaviors were more predictive than psychological attributions such as self‐efficacy. Students with a “love of learning” performed better than leisure‐oriented students. The intake questionnaire may be used for identifying up front who may need additional support, but is not suitable for student selection. |
