Designing effective educational programs to reduce dropout in higher and vocational education requires thorough understanding of the underlying mechanisms of study success. This study examines if first-year dropout is associated with cognitive ability and personality traits as measured by a formative entry test just before enrollment in Dutch vocational education. The results show that the formative entry test outcomes do not properly identify students at risk, the association between first-year dropout and, respectively, cognitive skills and personality traits is generally not significant. Consequently, and of importance for both students and vocational education institutes, students cannot be properly informed about whether their skills and personality traits match the required skills and personality traits of the program.

中文翻译：

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荷兰职业教育中的认知技能，人格特质和辍学

设计有效的教育计划以减少高等教育和职业教育的辍学，需要彻底了解学习成功的潜在机制。这项研究检查了刚入学荷兰职业教育之前的一年级辍学是否与认知能力和人格特质相关，通过形成性入学测试来衡量。结果表明，形成性的入学考试结果不能正确识别处于危险中的学生，第一年辍学与认知能力和人格特质之间的关联通常不显着。因此，对于学生和职业教育机构都非常重要，因此无法正确告知学生其技能和性格特征是否与课程所需的技能和性格特征相匹配。