The Social, Educational and Cognitive Factors of Success in the First Year of University: A Case Study

Autor/inn/en	Morlaix, Sophie; Suchaut, Bruno
Titel	The Social, Educational and Cognitive Factors of Success in the First Year of University: A Case Study
Quelle	In: International Review of Education, 60 (2014) 6, S.841-862 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-014-9459-4
Schlagwörter	Case Studies; College Freshmen; Higher Education; Educational Background; Cognitive Ability; Socioeconomic Background; Foreign Countries; Academic Achievement; Grades (Scholastic); Grade Repetition; Role; Reading Comprehension; Occupational Aspiration; Correlation; Majors (Students); France + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Studienanfänger; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorbildung; Denkfähigkeit; Sozioökonomische Lage; Ausland; Schulleistung; Notenspiegel; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Rollen; Leseverstehen; Berufsneigung; Berufsziel; Korrelation; Frankreich
Abstract	The main objective of this study, which evaluated a sample of first-year students enrolled at the University of Burgundy, France, in 2010-2011, is to understand the factors determining success in the first year of university. The originality of this research lies in the inclusion of specific indicators of students' skills when they start university within the explanatory models of educational achievement. These indicators include measures of academic performance (written comprehension skills) and cognitive abilities. While the impact of cognitive abilities on educational success has been examined at primary level in France, the present study is among the first to do this at higher education level, with the additional consideration of students' educational and social backgrounds. The results show the significant impact of educational background (repeated years, type of baccalaureate and baccalaureate grade) on success. The researchers also found that written comprehension skills and cognitive abilities alone play a limited role in explaining success, since the impacts of these variables are apparent throughout a student's educational career (and not just in higher education). Another finding was that subject choice based on specific career aspirations is an important factor associated with success--a significant insight which qualifies the impact of educational background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01