Impact of Binding Study Advice on Study Behavior and Pre-University Education Qualification Factors in a Problem-Based Psychology Bachelor Program

Autor/inn/en	de Koning, Björn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.
Titel	Impact of Binding Study Advice on Study Behavior and Pre-University Education Qualification Factors in a Problem-Based Psychology Bachelor Program
Quelle	In: Studies in Higher Education, 39 (2014) 5, S.835-847 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2012.754857
Schlagwörter	Foreign Countries; Helping Relationship; Admission Criteria; Psychology; Bachelors Degrees; College Freshmen; Evidence; Problem Based Learning; Statistical Analysis; Prior Learning; Qualifications; Study Habits; Academic Achievement; Hypothesis Testing; Grades (Scholastic); Predictor Variables; Enrollment; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Helfende Beziehung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Psychologie; 'Bachelor''s degrees'; Bachelor-Studiengang; Studienanfänger; Evidenz; Problem-based learning; Problemorientiertes Lernen; Statistische Analyse; Vorkenntnisse; Qualifikation; Qualifikationsstufe; Study behavior; Study behaviour; Studienverhalten; Schulleistung; Hypothesenprüfung; Hypothesentest; Notenspiegel; Prädiktor; Einschulung; Niederlande
Abstract	In the Netherlands, university programs increasingly use the binding study advice (BSA) to select students after the first year. Students with insufficient progress after the first year and who therefore do not conform to pre-defined BSA norms have to quit their program. This study investigated whether the introduction of the BSA is associated with differences in first-year study behaviors and students' pre-university education qualifications when entering university, which has to date been unexplored. Cohorts to which the BSA did (BSA group) or did not apply (pre-BSA group) in a problem-based psychology bachelor program were compared. Results showed that students' observed learning activities were rated higher by tutors after the BSA introduction than before. The BSA group did not spend more time on self-study and obtained lower course test scores than the pre-BSA group. At enrolment, differences were found in students' level of prior education but not with respect to their pre-university grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10