At-risk at the gate: prediction of study success of first-year science and engineering students in an open-admission university in Flanders—any incremental validity of study strategies?-Reference-Cited by-同舟云学术

At-risk at the gate: prediction of study success of first-year science and engineering students in an open-admission university in Flanders—any incremental validity of study strategies?

Published:2017-12-12 Issue:1 Volume:34 Page:45-66
ISSN:0256-2928
Container-title:European Journal of Psychology of Education
language:en
Short-container-title:Eur J Psychol Educ

Author:

Pinxten Maarten^ORCID,Van Soom Carolien,Peeters Christine,De Laet Tinne,Langie Greet

Funder

EU Erasmus+ Strategic Partnership

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/article/10.1007/s10212-017-0361-x/fulltext.html

Reference50 articles.

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2. Ashford, S. N., Lanehart, R. E., Kersaint, G. K., Lee, R. S., & Kromrey, J. D. (2016). STEM pathways: examining persistence in rigorous math and science course taking. Journal of Science Education and Technology, 25, 961–975. https://doi.org/10.1007/s10956-016-9654-0 .

3. Bernold, L., Spurlin, J. E., & Anson, C. M. (2007). Understanding our students: a longitudinal study of success and failure in engineering with implications for increased retention. Journal of Engineering Education, 96, 263–274. https://doi.org/10.1002/j.2168-9830.2007.tb00935.x .

4. Burtner, J. (2005). The use of discriminant analysis to investigate the influence of non-cognitive factors on engineering school persistence. Journal of Engineering Education, 94, 335–338. https://doi.org/10.1002/j.2168-9830.2005.tb00858.x .

5. Cano, F. (2006). An in-depth analysis of the Learning and Study Strategies Inventory (LASSI). Educational and Psychological Measurement, 66(6), 1023–1038. https://doi.org/10.1177/0013164406288167 .

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