Patterns of Success: First-Year Student Success in Multiple Domains

Autor/inn/en	van der Zanden, Petrie J. A. C.; Denessen, Eddie; Cillessen, Antonius H. N.; Meijer, Paulien C.
Titel	Patterns of Success: First-Year Student Success in Multiple Domains
Quelle	In: Studies in Higher Education, 44 (2019) 11, S.2081-2095 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Zanden, Petrie J. A. C.) ORCID (Denessen, Eddie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1493097
Schlagwörter	College Freshmen; Academic Achievement; Critical Thinking; Social Adjustment; Emotional Adjustment; College Environment; Social Life; Success; Student Needs; Student School Relationship; Research Universities; Foreign Countries; Grade Point Average; Predictor Variables; Gender Differences; Netherlands + Suchen Sie Ihr Suchwort? Studienanfänger; Schulleistung; Kritisches Denken; Soziale Anpassung; Emotionale Anpassung; Hochschulumwelt; Soziales Leben; Erfolg; Schüler-Lehrer-Beziehung; Forschungseinrichtung; Ausland; Prädiktor; Geschlechterkonflikt; Niederlande
Abstract	The goal of this study was to examine differences in university success between first-year students by analyzing three domains simultaneously: students' academic achievement, critical thinking disposition, and social-emotional adjustment to university life. Participants were 307 students who completed an online questionnaire. Latent class cluster analysis revealed three patterns of success: (1) average-achieving well-adjusted students (64%), (2) high-achieving average-adjusted students (14%), and (3) low-achieving low-adjusted students (22%). Follow-up ANCOVAs indicated that low-achieving low-adjusted students most strongly experienced that their social life hindered their study, whereas average-achieving high-adjusted students experienced the least interference from their study on their social life. These results indicated that student success is a multi-domain concept, with subgroups of first-year students showing specific patterns of success. The results of this study help to understand the feasibility of and tensions between domains of student success and provide suggestions for universities to adjust their support to specific student needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01