Determinants of Degree Performance in UK Universities: A Statistical Analysis of the 1993 Student Cohort

By Jeremy Smith, R. Naylor. 2001

315 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5d9c9b4ece86880257e9812b6396114927ee5a0d

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Citations in the corpus

Population sex differences in IQ at age 11: the Scottish mental survey 1932 (2003, background): “University degree class is relevant in this context because it is one of the few quantifiable and systematically and comprehensively recorded (HESA, 2002; Smith and Naylor, 2001a, 2001b ) life outcomes with which high cognitive test scores might be associated.”
The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline (2016, result): “While these variables are significant in some studies, as shown by Allen and Haniff (1991) or Dayioğlu and Türüt-Aşik (2007), in other contributions the results are inconclusive (Hoskins et al. 1997; Smith and Naylor 2001).”
Why do higher education students drop out? Evidence from Spain (2008, background): “Parental education is often found to be one of the most important family-related factors in explaining dropping out (see, e.g., Manski et al., 1999; Smith and Naylor, 2001).”
The influence of personal networks and social support on study attainment of students in university education (2008, background): “The more ‘advantaged’ student’s home background, the better their academic performance (Pustjens et al. 2004; Robbins et al. 2004; Smith and Naylor 2001; Smith and Naylor 2005).”
The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations (2011, background): “During this time, the direction of gender differences in degree attainment has been reversed, with women now more likely than men to obtain a good degree (HESA, 2007; Richardson and Woodley, 2003; Rudd, 1984; Smith and Naylor, 2001).”
A Stochastic Frontier Analysis of English and Welsh Universities (2005, background): “For the United Kingdom, work such as Bee and Dolton ( 1985 ), Dolton ( 1986 ), Johnes and Taylor ( 1987 ), and Naylor and Smith ( 2001 ) have found a strong positive relationship between degree results and A‐level or Scottish Higher qualifications obtained prior to university.”
Gender and Student Achievement in English Schools (2005, background): “5 In the UK, examples are McNabb et al. (2002) and Smith and Naylor (2001) .”
Widening participation through admissions policy – a British case study of school and university performance (2011, background): “Students from higher social classes on balance outperform those from lower ones, again other things being equal (Smith and Naylor 2001 , 2005 ).”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “previous findings (e.g., Smith & Naylor, 2001), female students, older students, and those from higher socioeconomic backgrounds obtained higher GPAs; however, these effects were small (r s .08–.11).”
Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it? (2013, background): “…Arulampalam, Naylor & Smith (2005) Arulampalam, Naylor & Smith (2007); Belloc, Maruotti, & Petrella (2009); Di Pietro & Cutillo (2008); Glocker (2011) Johnes & McNabb (2004); Lassibille & Gómez (2008); Smith & Naylor (2001); Smith & Naylor (2001); Soo (2009) and Vignoles & Powdthavee (2009).”