Jasperina Brouwer

Early tracking or finally leaving? Determinants of early study success in first-year university students

Abstract Two theoretical approaches underlie this investigation of the determinants of early study success among first-year university students. Specifically, to extend Walberg’s educational productivity model, this study draws on the expectancy-value theory of achievement motivation in a contemporary university context. The survey data came from 407 first-year students, and the measure of early study success reflects the weighted grade point average at two moments during their first semester. A path model reveals that the proposed extended educational productivity framework explains early study success well. The operationalised educational productivity factors (age, prior achievement, psychosocial environment, programme satisfaction, study skills) and achievement motivation (expectancy) all relate to early study success, directly or indirectly through expectancy and self-study. The two theoretical approaches jointly provide a thorough understanding of early study success. These results have notable implications for tracking students and for further research.

Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

ABSTRACT The ability to share knowledge is an important attribute that students develop in learning communities (LCs), enabling them to succeed in their education and careers. Insufficient research addresses the development of such knowledge sharing in LCs though, including whether it aligns with students’ success (i.e., grades). To address this gap, the current study investigates various determinants of knowledge sharing and their effects on student success. Survey data from 183 psychology students measure altruism, trust, belongingness (community identification), perceived social interaction, and attitudes toward and expectations of the benefits of knowledge sharing. A path analysis shows that trust affects the expected personal and community benefits of knowledge sharing indirectly, through students’ general attitudes toward knowledge sharing. Altruism, trust, and belongingness affect the personal benefits of knowledge sharing indirectly through social interaction. No significant relation emerges with first-year study success. Knowledge sharing as added attribute does not appear aligned with study success measured by individual course grades.