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Studeervaardigheid, Vooropleiding En Nadien Behaalde Studieresultaten in Een Eerste Kandidatuur Psychologie: Een Peiling Naar Hun Nomologische Validiteit Binnen Een Structureel Model Van Studeren

Authors:

Alexander Minnaert ,

Tiensestraat 102 3000 Leuven, BE
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Piet J. Janssen

Tiensestraat 102 3000 Leuven, BE
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Abstract

[Study Skill, Curriculum Completed in Secundary Education and Results Obtained at the End of the First Year of a University Study Program in Psychology: An Evaluation of their Nomological Validities Within a Structural Model of Studying]

 

In Belgium, the failure rate of freshmen in Higher Education is relatively high. To explain this phenonemon a structural model for individual differences in academic achievement has to be developed. For that purpose a content valid study-skill-test, imitating in miniature the situation of a first-year student in Psychology, was designed and applied to a group of 169 freshmen in Psychology at the beginning of the academic year 1986-1987. At the same time their curriculum followed in both last years in High School was registered. This study deals with the relative importance of this curriculum and study-skills assessed to explain the differences in academic performance in the first examination period at the end of that same academic year. The Lisrel-model shows a high predictive validity (R2 = .453) viewing the amount of invested assessment lime (3 hours) nine months earlier. Students available prior knowlegde, their conviction on the choice of study program, their speed of information processing and their goal-orientedness in information processing — being the four factors that got their nomological validity within this model — have important effects upon their academic performance. Furthermore the high school curriculum as such seems to be of minor importance as compared to our study-skill-test. Comparable models could be developed and tested for freshmen in other faculties. They may help future students to evaluate their capacities with respect to a specific study in Higher Education during their process of vocational choice. More appropriate choices would imply, given constancy of criteria, lower failure rates of freshmen.

How to Cite: Minnaert, A. and Janssen, P.J., 1990. Studeervaardigheid, Vooropleiding En Nadien Behaalde Studieresultaten in Een Eerste Kandidatuur Psychologie: Een Peiling Naar Hun Nomologische Validiteit Binnen Een Structureel Model Van Studeren. Psychologica Belgica, 30(1-2), pp.105–136. DOI: http://doi.org/10.5334/pb.805
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Published on 01 Jan 1990.
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