A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education

Autor/inn/en	Sakiz, Halis; Özdas, Faysal; Göksu, Idris; Ekinci, Abdurrahman
Titel	A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education
Quelle	In: SAGE Open, 11 (2021) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakiz, Halis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211003085
Schlagwörter	Longitudinal Studies; Academic Achievement; Correlation; Higher Education; College Entrance Examinations; Scores; College Students; Psychological Patterns; Socioeconomic Status; Predictor Variables; College Faculty; Teacher Student Relationship; Grade Point Average + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Korrelation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufnahmeprüfung; Collegestudent; Socio-economic status; Sozioökonomischer Status; Prädiktor; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Achievement in higher education is gaining importance and attracting attention among educational psychologists who seek for determining its correlates. This study examined longitudinal associations between academic achievement in higher education, university entrance exam performance, the psychosocial climate of the campus, and instructional behavior and socioeconomic status. Data concerning 2,361 students from three universities were collected via surveys and university records at Year 1, Year 2, and Year 4. Socioeconomic status (SES), university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 were associated positively with academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2 and Grade 4. Indirect effects from SES, university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 to Grade 4 outcomes were significant, through academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2. These results support that students' SES, earlier entrance exam performance, and perceptions of their academics' instructional behaviors and the campus' psychosocial atmosphere at the first year of university life are associated with their academic achievement at the final year through their relations with the developing levels of academic achievement, perceived instructional behavior, and psychosocial climate of the campus toward the middle of university life. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01