Predicting university performance in psychology: the role of previous performance and discipline-specific knowledge

Betts, LR ORCID: https://orcid.org/0000-0002-6147-8089, Elder, TJ, Hartley, J and Blurton, A, 2008. Predicting university performance in psychology: the role of previous performance and discipline-specific knowledge. Educational Studies, 34 (5), pp. 543-556. ISSN 0305-5698

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Abstract

Recent initiatives to enhance retention and widen participation ensure it is crucial to understand the factors that predict students' performance during their undergraduate degree. The present research used Structural Equation Modeling (SEM) to test three separate models that examined the extent to which British Psychology students' A-level entry qualifications predicted: (1) their performance in years 1-3 of their Psychology degree, and (2) their overall degree performance. Students' overall A-level entry qualifications positively predicted performance during their first year and overall degree performance, but negatively predicted their performance during their third year. Additionally, and more specifically, students' A-level entry qualifications in Psychology positively predicted performance in the first year only. Such findings have implications for admissions tutors, as well as for students who have not studied Psychology before but who are considering applying to do so at university.

Item Type:	Journal article
Alternative Title:	Predicting university performance [running title]
Publication Title:	Educational Studies
Creators:	Betts, L.R., Elder, T.J., Hartley, J. and Blurton, A.
Publisher:	Taylor & Francis
Date:	2008
Volume:	34
Number:	5
ISSN:	0305-5698
Identifiers:	Number Type 10.1080/03055690802288528 DOI
Divisions:	Schools > School of Social Sciences
Record created by:	EPrints Services
Date Added:	09 Oct 2015 09:54
Last Modified:	09 Jun 2017 13:13
URI:	https://irep.ntu.ac.uk/id/eprint/4528

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