There is an expectation that students graduate from university with a collection of attributes they have acquired and/or developed during their university journey. It is possible that more academically able students have these attributes prior to enrolment. A repeated-measure analysis of 70 foreign, 89% from People’s Republic of China, students at Taylors College enrolled in a pre-degree University of Auckland (UoA) Foundation Certificate was conducted. Students self-rated themselves, early and late in the academic year, for six graduate attributes. Confirmatory factor analysis established adequate fit for all six attributes. Mean scores were consistently higher for the highest-performing group, but all students decreased in self-reported attributes by the end of the year. Attribute scores were weakly related to academic achievement; mid-year exam scores were correlated with intellectual factors, while final exam scores were correlated with openness factors.

中文翻译：

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研究生属性与学术能力的关系——以预科生为例

期望学生从大学毕业时拥有他们在大学旅程中获得和/或发展的一系列属性。更有可能在学业上有能力的学生在入学之前就具有这些属性。对 70 名外国学生进行了重复测量分析，其中 89% 来自中华人民共和国，泰勒学院就读于奥克兰大学 (UoA) 预科课程预科课程的学生进行了重复测量分析。学生在学年的早期和晚期对自己进行自我评估，以评估六个研究生属性。验证性因素分析为所有六个属性建立了足够的拟合。表现最好的组的平均分数一直较高，但到年底，所有学生的自我报告属性都下降了。属性分数与学业成绩的相关性较弱；