Individual and school factors affecting students’ participation and success in higher education

Shulruf, Boaz; Hattie, John; Tumen, Sarah

doi:10.1007/s10734-008-9114-8

Cited by 36 publications

(30 citation statements)

References 34 publications

(45 reference statements)

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“…Pacific students with entry qualifications are more likely to enrol at university than either Māori or Pākehā with entry qualifications, while Māori with no qualifications are more likely to enrol than other ethnicities with no qualifications (Shulruf et al 2008). However, in at least one large university, both Māori and Pacific students are more likely to have low first year GPAs (Shulruf et al 2008). The low level of qualifications Māori and Pacific students hold ''not only bars their entry into many programmes, but also restricts the level of programme into which they can gain entry'', and as a consequence start their tertiary education at a disadvantage (Coxon et al 2002).…”

Section: Māori-pacific Experience In Tertiary Educationmentioning

confidence: 97%

“…Those Māori and Pacific students who go on to complete their secondary schooling are just as likely to gain entry qualifications and go to university as Pākehā students (Ministry of Education 2008). Pacific students with entry qualifications are more likely to enrol at university than either Māori or Pākehā with entry qualifications, while Māori with no qualifications are more likely to enrol than other ethnicities with no qualifications (Shulruf et al 2008). However, in at least one large university, both Māori and Pacific students are more likely to have low first year GPAs (Shulruf et al 2008).…”

Section: Māori-pacific Experience In Tertiary Educationmentioning

confidence: 99%

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Āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success

et al. 2011

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In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa (values-base) of Te Rōpū Ā whina (Ā whina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific development and leadership through the creation of an inclusive off-and on-campus whānau (extended family) environment where high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale for Ā whina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses from the first 6 years of Ā whina, it is suggested that the results are consistent with improving Māori and Pacific graduate and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education in New Zealand and elsewhere are summarised.

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Section: Māori-pacific Experience In Tertiary Educationmentioning

confidence: 97%

Section: Māori-pacific Experience In Tertiary Educationmentioning

confidence: 99%

Āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success

et al. 2011

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“…In fact, perhaps because they have more potential to develop, many studies find that non-selective state school students outperform their private peers with the same levels of prior qualification (Smith and Naylor 2001, Naylor and Smith 2004, McNabb et al 2002, HEFCE 2003, Shulruf et al 2008, Ogg et al 2009, Kirkup et al 2010, Hoare and Johnston 2011, Lasselle et al 2013, HEFCE 2014. The same is true for non-selective school students in comparison to grammar school students (Kirkup and Morrison 2011).…”

Section: School Type Such As Whether Fee-paying or State-fundedmentioning

confidence: 99%

“…At the university level, none of a school's characteristics is clearly related to students' achievements at the higher end of the achievement scale (Shulruf et al 2008). Therefore, interventions targeting atrisk populations based on demographic factors should probably focus on individuals or groups rather than on institutions.…”

Section: Summary Of Quality and Usefulnessmentioning

confidence: 99%

Which are the most suitable contextual indicators for use in widening participation to HE?

Gorard

Boliver

Siddiqui

et al. 2017

Research Papers in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractUK universities are increasingly making decisions about undergraduate admissions with reference to various contextual indicators which are intended to identify whether or not an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators used are often chosen because they are readily available, without much consideration of the possible alternatives and their comparative quality. This paper is part of a larger scoping review of existing research literature used to compile a list of potential contextual indicators, and assess these with respect to their quality, availability, and their relationship to outcomes in UK higher education. A search was made of relevant electronic databases, yielding around 120,000 reports initially, and 28 categories of indicators. Each indicator was assessed on the basis of existing evidence concerning its relevance, reach, availability, accuracy, reliability, and completeness -and in terms of whether its use might inadvertently create a different kind of injustice or lower the student outcomes for HEIs.Many possible indicators are not readily available, or not accurate enough for use in policy and practice. In general, indicators concerning individual circumstances are more relevant than area-based or school characteristics. As expected, there is no ideal single indicator. And it is not clear that combining indicators leads to the advantages rather than the deficits of all. Here we list the best available.There are some indicators for very small categories that can be used relatively un-problematically as long as the data can be made available at time of candidate selection, and these include being a recent refugee or asylum-seeker and having spent time living in care. However, neither of these is a solution to the more general issue of contextualised admissions. School type attended (private or state-funded) could also be used relatively safely, but requires clear definition, could lead to inadvertent injustice, and might not be necessary if good individual data on relative advantage is available instead. The category of mature applicant is also relatively unproblematic, but it is not clear that simply being older than traditional age is a disadvantage. The two most general indicators, most suitable for use, are considered to be eligibility for (or receipt of) free school meals, and having a disability or special educational need. However, like school type, both need care and some adjustment from how th...

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“…Also, the current study clearly takes a person oriented approach to explaining academic performances while other avenues which consider social-economic background and school context have been neglected (Shulruf, Hattie, & Tumen, 2008). It is plausible to assume that academic achievement is the result of complex processes which are a function of more than the person-oriented variables of the cognitive-motivational model which we used for the investigation.…”

Section: Limitationsmentioning

confidence: 99%

The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement

Imhof¹,

Spaeth-Hilbert

2013

IJHE

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Based on a cognitive motivational process model of learning, the impact of studying behavior on learning outcome is investigated. First-year students (N = 488) participated in the study. Two research questions were addressed: (1) Can cognitive-motivational variables and objective study behavior predict individual learning? (2) Which factors drive studying behavior? Results show low to moderate correlations between cognitive-motivational variables and performance. A cluster analysis yielded three profiles: (1) interested learners with high academic self-concept and effort investment; (2) low interest learners with high academic self-concept and low effort investment; and (3) interested learners with low self-concept and low effort. Groups 2 and 3 are considered at-risk students for developing a surface approach to learning and for drop out.

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Individual and school factors affecting students’ participation and success in higher education

Cited by 36 publications

References 34 publications

Āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success

Āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success

Which are the most suitable contextual indicators for use in widening participation to HE?

The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement

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