Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

Autor/inn/en	de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.
Titel	Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program
Quelle	In: Learning and Individual Differences, 22 (2012) 3, S.313-323 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.01.003
Schlagwörter	Personality Traits; Intelligence; Learning Activities; Academic Achievement; Problem Based Learning; Psychology; Verbal Ability; Performance Factors; Independent Study; Foreign Countries; College Students; Tests; Multiple Regression Analysis; Grades (Scholastic); High Schools; Bachelors Degrees; Prior Learning; Netherlands + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Intelligenz; Klugheit; Lernaktivität; Schulleistung; Problem-based learning; Problemorientiertes Lernen; Psychologie; Mündliche Leistung; Leistungsindikator; Selbststudium; Ausland; Collegestudent; Examination; Prüfung; Examen; Notenspiegel; High school; Oberschule; 'Bachelor''s degrees'; Bachelor-Studiengang; Vorkenntnisse; Niederlande
Abstract	This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality traits, intelligence (i.e., numerical, verbal, spatial), observed learning activities, and self-study time was collected among almost 1800 students enrolled in this psychology bachelor program at Erasmus University Rotterdam between 2003 and 2009. Academic achievement was measured by students' yearly number of acquired credit points, a course test, and a knowledge progress test. Multiple regression analyses showed that observed learning activities, first- and second-year performance, high school grades, conscientiousness, and verbal ability were most strongly and consistently related to academic achievement in the bachelor. Other student factors also contributed to academic achievement, but their influence was less prominent and mainly restricted to the first year. These results suggest that (prior) educational achievements and observable learning activities are most important for academic success in a problem-based learning bachelor program. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10