Abstract

A successful first year is of vital importance to academic achievement in higher education. How can we identify those students at risk at a very early stage, i.e. even before they have entered university? This study focuses on three pre-university factors, namely academic self-efficacy, self-regulated learning, in terms of autonomous motivation and time-management, and beyond classroom engagement. 2355 Dutch prospective first-year students in the fields of science, humanities and social sciences filled in our survey. Data on first year academic achievement in terms of grade point average (GPA) was obtained at the end of the first year. Prospective first-year students scored high on all of the variables; we found gender-related differences, favouring female students, as well as discipline-related differences. Time management and autonomous motivation were found to be positive predictors of achievement; beyond classroom engagement was a negative predictor of achievement. This paper contributes to the research on first-year academic achievement and emphasises the importance of providing students with personalised trajectories from the moment they enter university.

摘要

成功的第一年对于高等教育的学术成就至关重要。我们如何在很早的阶段，即甚至在他们进入大学之前就识别出那些处于危险之中的学生？本研究侧重于三个大学预科因素，即学业自我效能、自我调节学习、自主动机和时间管理以及课堂参与之外。2355 名荷兰科学、人文和社会科学领域的一年级学生填写了我们的调查问卷。第一年学业成绩的平均绩点 (GPA) 数据是在第一年结束时获得的。未来的一年级学生在所有变量上的得分都很高；我们发现了与性别相关的差异，有利于女学生，以及与学科相关的差异。时间管理和自主动机被发现是成就的积极预测因素；课堂参与之外是成就的负面预测因素。本文有助于研究第一年的学业成绩，并强调从学生进入大学的那一刻起为他们提供个性化轨迹的重要性。