ERIC Number: EJ1209219
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-1745
EISSN: N/A
Cross-Validated Prediction of Academic Performance of First-Year University Students: Identifying Risk Factors in a Nonselective Environment
Meijer, Eline; Cleiren, Marc P. H. D.; Dusseldorp, Elise; Buurman, Vincent J. C.; Hogervorst, Roel M.; Heiser, Willem J.
Educational Measurement: Issues and Practice, v38 n1 p36-47 Spr 2019
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.
Descriptors: Academic Achievement, College Freshmen, Prediction, Risk, Accuracy, Questionnaires, College Preparation, Student Behavior, Psychological Characteristics, Student Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A