Another Look at the Role of Age, Gender and Subject as Predictors of Academic Attainment in Higher Education

Richardson, John T. E.; Woodley, Alan

doi:10.1080/0307507032000122305

Cited by 128 publications

(127 citation statements)

References 22 publications

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“…Generally, younger students perform better than older students (Bruinsma 2003;Jansen 2004;Murtaugh et al 1999; Van den Berg and Hofman 2005), but in some studies this relationship differed between men and women or between various study subjects (Richardson and Woodley 2003;Smith and Naylor 2001). (NP) In addition to age, also gender plays an important role in predicting performance.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

“…(NP) In addition to age, also gender plays an important role in predicting performance. In general, women are more successful than men; they attain higher grades, finish their study faster and show less retention than men (Bruinsma 2003;Jansen 2004;Richardson and Woodley 2003;Smith and Naylor 2001).The socioeconomic status (SES) of the students also determines student attainment. The more 'advantaged' student's home background, the better their academic performance (Pustjens et al 2004;Robbins et al 2004;Smith and Naylor 2001;Smith and Naylor 2005).…”

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The influence of personal networks and social support on study attainment of students in university education

2007

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In this paper, the influence of personal networks and social support on study attainment of students in university education is examined. Furthermore, the paper aimed at clarifying the possible mediating role of achievement motivation, time spent on studying and working, procrastination and self-esteem. The study is a follow-up of the '89 cohort study, but is restricted to those students who have transferred to university education after finishing secondary education. The students have been approached with a questionnaire in 2004. Multinomial logistic regression shows that social support has no effect on study attainment, but that personal networks do have an effect on attainment. The relationship between social support and personal networks on the one hand and study progress on the other hand is not mediated by the before mentioned variables.Keywords Personal network Á Social support Á University Á Higher education Á Attainment Á Student Á Achievement motivation Á Self-esteem Á Procrastination Students who transfer to higher education face a number of changes in their personal and academic environment. The transition from secondary education to higher education not only calls for academic adjustment, but also includes different social demands. Students need to develop new or increased capacity for self-regulation and must learn to cope with the time pressure that is inherent in going to college. Moreover, students must integrate into a new social environment. They leave their parental house, most of their former classmates and teachers and they meet new friends, housemates and classmates. Existing supportive relationships may change or even disappear, and new supportive connections can be formed. The extent to which students succeed in integrating into this new environment and also the amount of social support received from network members possibly determines part of their academic success or failure.L. Eggens (&) Á M. P. C. van der Werf Á R. J. Bosker Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, The Netherlands e-mail: l.eggens@rug.nl 123High Educ (2008) 55:553-573 DOI 10.1007 Most models for explaining academic performance in higher education are based on the interaction model developed by Spady (1970Spady ( , 1971, further elaborated on by Tinto (1975). Based on these and other models, a wide range of possible determinants of academic performance has been described and tested, which can roughly be divided into contextrelated factors like curricular characteristics and assessment procedures, and studentrelated factors like gender, motivation and learning styles. These variables are mainly academic and/or personal determinants though, leaving the students' social environment out of consideration.This study examined the influence of personal networks and social support on academic attainment of students in university education. The impact of students' social support and personal network was studied together with the influence of achieve...

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

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The influence of personal networks and social support on study attainment of students in university education

2007

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“…For example, research has shown that, in general, female students are more likely than men to achieve a 2:1 degree or higher, but this is contingent on the subject studied (for example, Naylor and Smith 2004, Barrow et al 2009, Richardson and Woodley 2003. There is also some evidence that women tend to be less likely to graduate with a first class degree.…”

Section: The Determinants Of Academic Success In Higher Educationmentioning

confidence: 98%

Can higher education compensate for society? Modelling the determinants of academic success at university

Smith

2015

British Journal of Sociology of Education

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This paper examines the role that social characteristics play in determining the academic success of students who begin university with roughly similar entry grades. The data used were drawn from the administrative records of over 38,000 UK-domiciled undergraduate students from one British university between 1998 and 2009. Results show that the characteristics of entrants have varied only slightly over this period and intake is still largely in favour of 'traditional' entrants: namely those from professional occupational backgrounds, the privately educated and those of traditional age. The relationship between background characteristics and eventual academic success also reflect patterns seen at earlier education stages. However, when prior attainment was taken into account, the link between degree outcome and many social characteristics does diminish -notably for students who were privately educated and who came from professional occupational groups. This suggests that once students have overcome barriers to admission; it is entry grades rather than social characteristics that may most strongly influence eventual academic success.2

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“…Some of the analyses proposed by the classical texts, whether those of Pierre Bourdieu or Raymond Boudon, "neglected the markedand sometimes paradoxical-differences that exist between the sexes" (Derouet, 2002: p. 11), differences that in the meantime various authors have tried to respond to from the point of view of their impact on educational careers (Baudelot & Establet,1992;Deem, 1992;Duru-Bellat, Kieffer, & Marry, 2001;Marry, 2000;Richardson & Woodley, 2003). The differences between the sexes-significant despite everything-reflect a change in the demographics of the higher education population.…”

Section: Access To and Success In Higher Education: Theoretical Contrmentioning

confidence: 99%

Policies for Widening Participation and Success Factors in Portuguese Higher Education

Martins¹,

Carvalho²,

Ávila³

et al. 2017

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Portugal's body of higher education students has progressively expanded, and opportunities for graduate certification at this level have multiplied. This paper advances factors that may provide a differentiated explanation of successful paths in higher education. It gives a first-hand account of the recent dynamics of participation in higher education in Portugal within the Bologna Process and uses institutional statistics to compare some of its most relevant characteristics with the European framework as a whole. Secondly, we used an extensive survey of Portuguese higher education students to identify factors potentially involved in successful paths and conducted a multiple logistic binary regression. The resulting model therefore included not only social and educational characteristics and backgrounds but also previous school trajectories, attendance of educational institutions and everyday practices. It identified key factors for success in academic careers by reference to a specific policy context and attendance of higher education. Our definition of these factors (dimensions of analysis) was based on the proposals of

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Another Look at the Role of Age, Gender and Subject as Predictors of Academic Attainment in Higher Education

Cited by 128 publications

References 22 publications

The influence of personal networks and social support on study attainment of students in university education

The influence of personal networks and social support on study attainment of students in university education

Can higher education compensate for society? Modelling the determinants of academic success at university

Policies for Widening Participation and Success Factors in Portuguese Higher Education

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