Predicting University Performance in Psychology: The Role of Previous Performance and Discipline-Specific Knowledge

Autor/inn/en	Betts, Lucy R.; Elder, Tracey J.; Hartley, James; Blurton, Anthony
Titel	Predicting University Performance in Psychology: The Role of Previous Performance and Discipline-Specific Knowledge
Quelle	In: Educational Studies, 34 (2008) 5, S.543-556 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Structural Equation Models; Academic Achievement; Psychology; Higher Education; Tutors; Foreign Countries; Student Experience; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Förderlehrer; Lehrender; Tutor; Ausland; Studienerfahrung; Großbritannien
Abstract	Recent initiatives to enhance retention and widen participation ensure it is crucial to understand the factors that predict students' performance during their undergraduate degree. The present research used Structural Equation Modeling (SEM) to test three separate models that examined the extent to which British Psychology students' A-level entry qualifications predicted: (1) their performance in years 1-3 of their Psychology degree, and (2) their overall degree performance. Students' overall A-level entry qualifications positively predicted performance during their first year and overall degree performance, but negatively predicted their performance during their third year. Additionally, and more specifically, students' A-level entry qualifications in Psychology positively predicted performance in the first year only. Such findings have implications for admissions tutors, as well as for students who have not studied Psychology before but who are considering applying to do so at university. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10