Academic Performance of First-Year University Students: Modelling the Role of Reading Competence

Autor/inn/en	González-Betancor, Sara M.; Fernández-Monroy, Margarita; Galván-Sánchez, Inmaculada; López-Puig, Alexis J.
Titel	Academic Performance of First-Year University Students: Modelling the Role of Reading Competence
Quelle	In: Higher Education Research and Development, 42 (2023) 6, S.1422-1437 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González-Betancor, Sara M.) ORCID (Fernández-Monroy, Margarita) ORCID (Galván-Sánchez, Inmaculada) ORCID (López-Puig, Alexis J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2142534
Schlagwörter	Foreign Countries; College Freshmen; Academic Achievement; Competence; Reading; Achievement Tests; International Assessment; Secondary School Students; Grades (Scholastic); Socioeconomic Status; Literacy; Europe; North America; South America; Africa; Asia; Australia; New Zealand; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Schulleistung; Kompetenz; Leseprozess; Lesen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Notenspiegel; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Europa; Nordamerika; Südamerika; Afrika; Asien; Australien; Neuseeland
Abstract	Implementation of the European Higher Education Area changed the assessment model in higher education towards a competence-based system, so that students are assessed by what they demonstrate they can do (competences). However, assessment of certain key competences, such as reading, ceases at higher education. The question remains whether reading competence continues to influence academic achievement at this level. We designed a reading comprehension test based on PISA questions and administered it to new-intake university students. The results were linked to students' grades in each first-year subject and their sociodemographic administrative data. The influence of reading competence and socioeconomic status on grades in all first-year subjects was analysed through structural equation models. The results show that reading competence at the start of university education has a direct influence on grades in all first-year subjects and an indirect influence through the admission grade. In conclusion, reading competence needs to be further developed and promoted even in the university context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01