Differential effects of individual and school factors on the academic trajectories of Japanese dental students

Abstract

Objective Dental students follow different academic performance trajectories in response to increasing study load, based on individual and school factors. Group‐based trajectory modeling is useful for clarifying the underlying trajectory patterns of students’ academic performance and its determinants. To our knowledge, no studies have used group‐based trajectory modeling to examine the effects of individual and school factors on academic performance trajectories in dental students. The objective of this study was to examine the effects of individual and school factors on academic performance trajectories in Japanese dental students using group‐based trajectory modeling. Methods The analytical sample consists of 103 dental students admitted to Tokyo Medical and Dental University, Tokyo, Japan, in 2013 and 2014. Students’ academic performance was assessed by biannual grade point average (GPA) score and GPA in the preclinical phase (second to fourth grade) was used for this study. We used group‐based trajectory modeling to categorize students’ GPA trajectories into different groups. A multinomial logistic regression model was fit to examine associations between students’ individual and school factors, and odds of being assigned to certain GPA groups. Results GPA trajectories of dental students were classified into 4 different groups. Students’ past academic performance in high school was associated with lower GPA trajectories and withdrawal or repeating years. Males were significantly associated with lower GPA trajectories and withdrawal or repeating years, even after adjusting for past academic performance. Conclusions Past lower academic performance and being male were positively associated with lower academic performance trajectories in Japanese dental students.

Associations between demographic factors and the academic trajectories of medical students in Japan

“…In contrast, students generally can take the university's specific exams twice each year [26]. As students have two chances to apply for university each year, some students apply to the same university twice to increase their chance of being admitted, while others apply to a different university each time [27]. As the second exam is more competitive, some students apply to a university that is ranked below the university to which they first applied [27].…”