Academic Success for Students in Postsecondary Education: The Role of Student Characteristics and Integration

Abstract

Students with learning disabilities (LD) are attending postsecondary education more than ever, but are also less likely to complete their education compared to non‐LD peers. Using the Inputs–Environment–Outcomes model of Astin, we examined students with LD and non‐LD peers during their first year of postsecondary studies. Using structural equation modeling, we found that for all students, perceived academic ability had a positive direct effect on outcomes, whereas drive to achieve had only an indirect effect. Academic integration was important for grade point average and satisfaction. Social integration was important for the acquisition of knowledge and skills and satisfaction, and these connections were stronger for students with LD. Our discussion highlights potential supports for students with LD.

Students with LD at Postsecondary: Supporting Success and the Role of Student Characteristics and Integration

“…The items included within the variable involved the development of intellectual and practical skills, knowledge of a particular field, and problem‐solving skills, all of which would be considered more academic in nature. Surprisingly, a similar finding was found by Goegan and Daniels (); academic and social integrations were both related to acquisition of knowledge and skills, but social integration had a stronger relationship.…”

The Impact of COVID-19 Instigated Changes on Loneliness of Teachers and Motivation–Engagement of Students: A Psychological Analysis of Education Sector

“…It is important to note that other constructs, such as learning, knowledge, skills, and satisfaction, are also vital for the achievements of students (Goegan and Daniels, 2019), especially through information and communication technologies (ICT). As the pandemic shifted the grading system of schools into CR/NCR, studies mentioned that the stress level was reduced as mere traditional factors of success were influenced.…”

Predicting Academic Success: A Longitudinal Study of University Design Students

“…The idea of academic success has variously been measured by developmental course completion, persistence and retention, credits completed, transfer rates from college to university, degree and certificate completion rates, first year grade point average, and overall course grade point average (Allen et al 2017, 204). Goegan & Daniels (2019) note that there is no consistent definition of academic success in the literature and that the term has been used for a range of measures including grades, grade point average, programme completion, graduate employment and student satisfaction. Most of these measures are difficult to quantify, and ‘no scientifically or colloquially uniform definition exists’; however commonly used measures include completion of course, time to completion, qualifications, grade point average, professional/employment success and student satisfaction (Zimmermann et al 2015, 152).…”

“…The correlation between high school academic performance and university grade point average in first year can account for up to 25 per cent of the variance (Ferrao & Almeida 2019). Certainly, in many research studies, it appears that high school grade point average is the best predictor of academic success at university (Brecht & Burnett 2019; Dorta‐Guerra et al 2019; Goegan & Daniels 2019; Parsons 2016).…”