Domains and predictors of first-year student success: A systematic review
By P. Zanden, Eddie Denessen, Antonius H. N. Cillessen, Paulien C. Meijer. 2018
195 citations recorded by the source corpus.
Abstract The predictors of first-year student success received much attention in educational practice and theory. However, first-year student success can be defined in various ways. By studying different theoretical research strands, we developed a conceptual framework consisting of three domains of first-year student success, namely students' academic achievement, critical thinking skills, and social-emotional well-being. The goal of this systematic literature review was to illustrate whether the predictors and their effects are similar and/or different across these three domains of first-year student success. A systematic search yielded 80 articles that were eligible. The results indicated that some predictors contributed to multiple domains of success, namely students’ previous academic performance, study skills, motivation, social relationships, and participation in first-year programs. Further, some predictors were typical for a specific domain. Academic achievement and social-emotional well-being were particularly related to factors within the student, whereas critical thinking skills were more related to the learning environment.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/b96031ad938e48e4a6094cb85422e57747ec0087
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Citations in the corpus
- Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review (2020, background): “Other less relevant surveys published in the field focused on the effects of homework assignments on student performance [37], the impact of using interactive whiteboards on student achievement [38], the predictors of student success in the first year of study [39], and the factors of graduate succe”