The effect of the fit between secondary and university education on first‐year student achievement
By M. Torenbeek, E. Jansen, A. Hofman. 2010
96 citations recorded by the source corpus.
Central in this study is the role of student variables and the fit between secondary education and university education in the explanation of first‐year student achievement. The fit between two levels of education can be defined in different ways. In this study the focus is on four fit‐aspects: appropriateness of expectations, and the degree to which there is a continuance with respect to teaching approaches, knowledge and workload. The conceptual model, a synthesis of the Model of Student Attrition, the Educational Productivity Model and the Transition Model, is tested with structural equation modelling, based on maximum likelihood estimation. The results indicate that the fit between secondary and university education, in terms of resemblance between the learning environments and experience of some adjustment, as well as social integration, student employment and motivation, affect first‐year achievement indirectly through time investment. The theoretical and practical implications of these results are discussed.
Subfields: Education, Political Science and International Relations
View Paper: https://www.semanticscholar.org/paper/598bae626cddd4c656e4e72020cd7cc5faf353cf
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In Education
- Robyn McCarthy
- P. Zanden
- Helen Yost
- Sharon Pittaway
- Antonius H. N. Cillessen
- Paulien C. Meijer
- Tony Dowden
- Eddie Denessen
In Political Science and International Relations
Citations in the corpus
- Domains and predictors of first-year student success: A systematic review (2018, background): “…who devoted more time to studying and who attended their tutorials more often obtained better GPAs and more credit points in the first year at university (Dika, 2012; Gibbison et al., 2011; Jansen & Suhre, 2010; Nunez, 2009; Reynolds & Weigand, 2010; Torenbeek et al., 2010; Zhou et al., 2015).”
- Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress (2013, background): “For instance, Torenbeek, Jansen, and Hofman ( 2010 , 659) found that in terms of first year achievement, there is a better ‘fit’ between the school and university contexts for students in teacher education than for other disciplines.”