Using Individual Study Profiles of First-Year Students in Two Different Disciplines to Predict Graduation Time

Autor/inn/en	Hailikari, Telle; Sund, Reijo; Haarala-Muhonen, Anne; Lindblom-Ylänne, Sari
Titel	Using Individual Study Profiles of First-Year Students in Two Different Disciplines to Predict Graduation Time
Quelle	In: Studies in Higher Education, 45 (2020) 12, S.2604-2618 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sund, Reijo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1623771
Schlagwörter	College Freshmen; Intellectual Disciplines; Legal Education (Professions); Humanities; Predictor Variables; Time to Degree; Bachelors Degrees; Masters Degrees; College Credits; Student Diversity; Individual Differences; Self Efficacy; Self Management; Student Motivation; Foreign Countries; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Studienanfänger; Geisteswissenschaften; Juristischer Beruf; Humanwissenschaften; Prädiktor; 'Bachelor''s degrees'; Bachelor-Studiengang; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Individueller Unterschied; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Schulische Motivation; Ausland
Abstract	Despite vast research on transitioning to higher education and student diversity, little longitudinal evidence exists of how individual differences of first-year students predict their graduation times. The present study explored the relation between first-year students' study profiles and graduation times in two different disciplines, by following the same students' (N = 65) study progress for six years using student records data. Profiling students was based on student interviews. Statistical analysis of time to degree completion was conducted using event history analysis. The results revealed that first-study-year study profiles clearly predict graduation times and degree completion. Disciplinary differences existed between graduation times, which may be explained by the different structures of the disciplines. The results imply that individual students need tailored support at different phases of their studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01