Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program
Datos Bibliográficos
| ID | 4904895 |
|---|---|
| Autores | Bjorn B De Koning (0000-0001-5136-2261, Erasmus University Rotterdam, autor de correspondencia), Sofie M M Loyen (0000-0002-2419-1492, Erasmus University Rotterdam), Remy M J P Rikers (0000-0002-4722-1455, Erasmus University Rotterdam), Guus Smeets (0000-0003-4871-8129, Erasmus University Rotterdam), Henk T Van Der Molen (0000-0002-2189-0677, Erasmus University Rotterdam) |
| Año | 2014 |
| Volumen | 39 |
| Número | 5 |
| Páginas | 835-847 |
| Fecha de publicación | 2014-05-28 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2012.754857 |
| OpenAlex | W2032120102 |
| Idioma | EN |
| Citas recibidas | 11 |
| Referencias citadas | 18 |
In the Netherlands, university programs increasingly use the binding study advice (BSA) to select students after the first year. Students with insufficient progress after the first year and who therefore do not conform to pre-defined BSA norms have to quit their program. This study investigated whether the introduction of the BSA is associated with differences in first-year study behaviors and students' pre-university education qualifications when entering university, which has to date been unexplored. Cohorts to which the BSA did (BSA group) or did not apply (pre-BSA group) in a problem-based psychology bachelor program were compared. Results showed that students' observed learning activities were rated higher by tutors after the BSA introduction than before. The BSA group did not spend more time on self-study and obtained lower course test scores than the pre-BSA group. At enrolment, differences were found in students' level of prior education but not with respect to their pre-university grades
Bachelor · Higher education · Mathematics education · Medical education · Pedagogy · Evaluation of Teaching Practices · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology
Motivational mindsets, mindset churn and academic performance
Effects of raising the bar on medical student study progress
Gender‐specific effects of raising Year‐1 standards on medical students' academic performance and stress levels
A high bar may benefit weak students
University teacher judgments in problem-based learning
Disentangling the predictive validity of high school grades for academic success in university
Assessment policies and academic progress
The effect of an academic dismissal policy on dropout, graduation rates and student satisfaction. Evidence from the Netherlands
The consequences of academic dismissal for academic success
The effectiveness of academic dismissal policies in Dutch university education
Patterns of success
Who Succeeds at University? Factors predicting academic performance in first year Australian university students
Reconceptalizing change in the cognitive construction of knowledge
Dropout from Higher Education
How college affects students
Competing Explanations of Undergraduate Noncompletion
The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out
Transfer and dropout
| Obras citantes distintas | 11 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2015 - 2023 (9) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 11 |