Effect of Secondary Schools on Academic Choices and on Success in Higher Education

Pustjens, Heidi; gaer, Eva Van de; Damme, Jan Van; Onghena, Patrick

doi:10.1080/09243450512331383222

Cited by 32 publications

(26 citation statements)

References 28 publications

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“…The more 'advantaged' student's home background, the better their academic performance (Pustjens et al 2004;Robbins et al 2004;Smith and Naylor 2001;Smith and Naylor 2005). In some studies though, SES did not have a significant effect (Van den Berg 2002; Van den Berg and Hofman 2005).…”

Section: Theoretical Backgroundmentioning

confidence: 98%

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The influence of personal networks and social support on study attainment of students in university education

2007

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In this paper, the influence of personal networks and social support on study attainment of students in university education is examined. Furthermore, the paper aimed at clarifying the possible mediating role of achievement motivation, time spent on studying and working, procrastination and self-esteem. The study is a follow-up of the '89 cohort study, but is restricted to those students who have transferred to university education after finishing secondary education. The students have been approached with a questionnaire in 2004. Multinomial logistic regression shows that social support has no effect on study attainment, but that personal networks do have an effect on attainment. The relationship between social support and personal networks on the one hand and study progress on the other hand is not mediated by the before mentioned variables.Keywords Personal network Á Social support Á University Á Higher education Á Attainment Á Student Á Achievement motivation Á Self-esteem Á Procrastination Students who transfer to higher education face a number of changes in their personal and academic environment. The transition from secondary education to higher education not only calls for academic adjustment, but also includes different social demands. Students need to develop new or increased capacity for self-regulation and must learn to cope with the time pressure that is inherent in going to college. Moreover, students must integrate into a new social environment. They leave their parental house, most of their former classmates and teachers and they meet new friends, housemates and classmates. Existing supportive relationships may change or even disappear, and new supportive connections can be formed. The extent to which students succeed in integrating into this new environment and also the amount of social support received from network members possibly determines part of their academic success or failure.L. Eggens (&) Á M. P. C. van der Werf Á R. J. Bosker Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, The Netherlands e-mail: l.eggens@rug.nl 123High Educ (2008) 55:553-573 DOI 10.1007 Most models for explaining academic performance in higher education are based on the interaction model developed by Spady (1970Spady ( , 1971, further elaborated on by Tinto (1975). Based on these and other models, a wide range of possible determinants of academic performance has been described and tested, which can roughly be divided into contextrelated factors like curricular characteristics and assessment procedures, and studentrelated factors like gender, motivation and learning styles. These variables are mainly academic and/or personal determinants though, leaving the students' social environment out of consideration.This study examined the influence of personal networks and social support on academic attainment of students in university education. The impact of students' social support and personal network was studied together with the influence of achieve...

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Section: Theoretical Backgroundmentioning

confidence: 98%

“…Students who perform well in secondary education usually continue this high performance (Bruinsma 2003;Jansen 2004;McKenzie and Schweitzer 2001;Murtaugh et al 1999;Pustjens et al 2004;Smith and Naylor 2001;Szafran 2001;Zeegers 2004).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The influence of personal networks and social support on study attainment of students in university education

2007

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“…One of the earliest quantitative studies to examine the effects of schools on university participation was by Pustjens et al (2004). Using multilevel logistic regression with data from the Flemish Longitudinal Research in Secondary Education project, Pustjens et al identified significant long-term effects on participation, although these were mediated by levels of attainment at the end of secondary education.…”

Section: The Determinants Of Participation Into Higher Educationmentioning

confidence: 99%

“…However, just as school effectiveness research began with the identification of school-level effects, the primary aim of this paper is to see if we can identify school-level effects on HE participation. By combining the analytical approaches of Chowdry et al (2013) and Pustjens et al (2004), this paper provides a unique insight into the relative importance of schools on university participation within Wales. It does this by: (a) using a population of school leavers in Wales -a near replication of Chowdry et al that used a population of school leavers in England; and (b) adopting a multilevel approach to examine the odds ratios of going to university on a school-by-school basis -a similar methodological approach to that taken by Pustjens et al…”

Section: The Determinants Of Participation Into Higher Educationmentioning

confidence: 99%

“…And it is these kinds of factors that widening access policies and activities tend to focus on. However, there is evidence that the school or tertiary setting a young person attends may also determine the likelihood they will go to university (Chowdry et al, 2013;Donnelly, 2015aDonnelly, , 2015bIannelli, 2004;Pustjens, Van de gaer, Van Damme, & Onghena, 2004). This paper presents analysis using a unique dataset that allows us to track the progress of every young person leaving a maintained school in Wales between 2005 and 2007 into HE or not.…”

Section: Introductionmentioning

confidence: 99%

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The effect of schools on school leavers’ university participation

Taylor

Wright

Davies

et al. 2018

School Effectiveness and School Improvement

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This paper considers the role that schools have in determining whether school leavers participate in higher education or not. It examines the association between schools and university participation using a unique dataset of 3 cohorts of all young people leaving maintained schools in Wales. School "effects" are identified, even after controlling for individual-level factors, such as their prior attainment, socioeconomic circumstances, ethnicity, and special educational needs. Schools appear to have a particular "effect" on the likelihood that a young person enters an elite university. However, the findings suggest the concept of a school "effect" on higher education participation is not straightforward -schools appear to have different levels of effectiveness depending on the gender of the young people and the nature of their higher education participation. These findings are considered within the policy contexts of school effectiveness and widening access to higher education. ARTICLE HISTORY

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Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

Opdenakker

2020

International Perspectives in Educational Effectiveness Research

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In their state-of-the-art review on educational effectiveness research (EER), Reynolds et al. (2014) mention that EER addresses two core, foundational questions, namely "What makes a 'good' school? and "How do we make more schools 'good '?" (p. 197). To answer these questions, all the factors within schools and the educational system that might affect learning outcomes of students in both their academic and social-emotional development are foci of EER. The ultimate goal is to understand existing practices, and to establish and test models and theories in order to explain why some schools, learning environments and teachers are more effective than others, and in what way they are more effective (Creemers, 2007).About three decades ago, these questions were picked up by a scholar from the Netherlands, namely Bert Creemers, who summarized around the mid-1980s the literature on educational research and, in particular, school effectiveness research done so far to support the creation of an outline for a new structure of secondary education in the Netherlands as well as to enhance the quality and effectiveness of Dutch education (Creemers, 1983;Creemers & Schaveling, 1985). A few years later, he started to collaborate and write papers with Jaap Scheerens, a Dutch scholar experienced in, among other things, educational evaluation and school organization research. At the end of the 1980s, a scholar from the Flemish-speaking part of Belgium (Flanders), namely Jan Van Damme, got triggered by the same questions too, and

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Effect of Secondary Schools on Academic Choices and on Success in Higher Education

Cited by 32 publications

References 28 publications

The influence of personal networks and social support on study attainment of students in university education

The influence of personal networks and social support on study attainment of students in university education

The effect of schools on school leavers’ university participation

Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

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