Student Success in University Education: A Multi-measurement Study of the Impact of Student and Faculty Factors on Study Progress

By M. Berg, W. Hofman. 2005

189 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f8dc7239a4bc8c28ec6954d42fafecedff2d6cad

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Citations in the corpus

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups (2010, background): “From previous research it is known that ‘the number of credits earned’ is an appropriate measure for students’ study progress in the Netherlands (Beekhoven et al. 2002; Van den Berg and Hofman 2005).”
A comparison of ethnic minority and majority students: social and academic integration, and quality of learning (2008, background): “Both in the Netherlands and internationally, earlier research has shown that, on average, students from ethnic minority backgrounds have lower completion rates in higher education (see Crul and Wolff 2002; Jennissen 2006; Van den Berg 2002; Van den Berg and Hofman 2005).”
Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (2014, background): “In a four-year study of 8 643 students related to 60 university courses in four Dutch universities, Van den Berg and Hofman (2005) found that time devoted to study had a positive effect on study success.”
A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students (2009, background): “Austrian, French, and Dutch studies reveal comparable patterns of academic failure and withdrawal (Brandstatter and Farthofer, 2003; Van den Berg and Hofman, 2005).”
Academic and social integration and study progress in problem based learning (2009, background): “A study by van den Berg and Hofman (2005) concluded on the basis of a large-scale quantitative study that passive forms of education (lectures) result in less study progress.”
The effect of the fit between secondary and university education on first‐year student achievement (2010, background): “It is well known that most students need to earn extra money during their studies (Hochschul‐Informations‐System 2002 ; van den Berg and Hofman 2005 ), and working a few hours (4–12) per week can have a positive effect on study time (van den Hurk and van Berkel 2005) and educational outcome (Garas”
The influence of personal networks and social support on study attainment of students in university education (2008, background): “Generally, younger students perform better than older students (Bruinsma 2003; Jansen 2004; Murtaugh et al. 1999; Van den Berg and Hofman 2005 ), but in some studies this relationship differed between men and women or between various study subjects (Richardson and Woodley 2003; Smith and Naylor 200”