Secondary school students' university readiness and their transition to university

Els van Rooij

Secondary school students' university readiness and their transition to university

Vertaalde titel van de bijdrage: De 'v' van vwo: Voorbereiding op de transitie naar de universiteit

Els van Rooij

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Het vwo-diploma betekent dat iemand toelaatbaar is tot de universiteit, maar betekent dit ook dat die persoon er klaar voor is, oftewel over de benodigde eigenschappen beschikt om succesvol te zijn op de universiteit? Uitvalcijfers doen vermoeden dat dit niet automatisch het geval is: Een derde van de eerstejaarsstudenten gaat niet door naar het tweede jaar van de opleiding waaraan zij begonnen. In dit proefschrift onderzochten we welke vwo-leerlingkenmerken bijdragen aan een vlotte transitie van vwo naar universiteit en welke rol vwo-leraren spelen in het voorbereiden van leerlingen op de universiteit.
De resultaten lieten zien dat leerlingen die op het vwo nieuwsgieriger waren en meer wetenschappelijke interesse hadden meer vertrouwen erin hadden dat zij succesvol zouden zijn op de universiteit. Ook scoorden zij na de transitie hoger op motivatie en voelden zij zich meer thuis in de universitaire omgeving. Daarnaast bleek dat leerlingen die op het vwo meer inzet toonden en beter gebruik maakten van leerstrategieën succesvoller waren op de universiteit. Factoren als nieuwsgierigheid en wetenschappelijke interesse zijn dus belangrijk, maar factoren met betrekking tot daadwerkelijk studiegedrag – met name zelfregulerend leren – zijn noodzakelijk voor een goede aanpassing aan de universitaire leeromgeving.
Hoewel vwo-leraren universiteitsvoorbereiding als een belangrijke taak zagen, was hun rol klein en zelden expliciet. De rol bestond voornamelijk uit informatieverschaffing en minder uit het stimuleren van vaardigheden die leerlingen nodig hebben op de universiteit. De centrale examens en niet weten wat universiteiten van eerstejaarsstudenten verwachten vormden voor leraren een barrière om meer aandacht aan universiteitsvoorbereiding te besteden.

Vertaalde titel van de bijdrage	De 'v' van vwo: Voorbereiding op de transitie naar de universiteit
Originele taal-2	English
Kwalificatie	Doctor of Philosophy
Toekennende instantie	Rijksuniversiteit Groningen
Begeleider(s)/adviseur	van de Grift, Wim, Supervisor Jansen, Ellen, Co-supervisor
Datum van toekenning	15-mrt.-2018
Plaats van publicatie	[Groningen]
Uitgever	University of Groningen
Gedrukte ISBN's	978-94-034-0416-5
Elektronische ISBN's	978-94-034-0415-8
Status	Published - 2018

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title = "Secondary school students' university readiness and their transition to university",

abstract = "A pre-university diploma grants access to university, but does this also mean that someone is ready for university, i.e., that he possesses the attributes needed to be successful? Dropout rates suggest this is not the case: One third of all first-year students do not continue to the second year of the degree programme they started. In this thesis, we investigated which student attributes contribute to a smooth transition to university and what role pre-university teachers play in preparing their students for university.Results showed that secondary school students who were more curious and had more academic interest had more confidence in themselves being successful in university. Moreover, after the transition, they had higher motivation and felt more at home in the university environment. Furthermore, secondary school students who put more effort into their schoolwork and made better use of learning strategies were more successful in university. Factors such as curiosity and academic interest are thus important, but factors related to actual study behaviour – especially self-regulated learning – are necessary for effective adjustment to the university learning environment. Although pre-university teachers felt that university preparation was an important task, their role was small and rarely explicit. The role mainly consisted of providing information and not so much of contributing to the development of attributes students need to be successful in university. The national examinations at the end of secondary school and a lack of knowing what universities expect from first-year students were barriers that kept teachers from paying more attention to university preparation.",

author = "{van Rooij}, Els",

year = "2018",

language = "English",

isbn = "978-94-034-0416-5",

publisher = "University of Groningen",

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AU - van Rooij, Els

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N2 - A pre-university diploma grants access to university, but does this also mean that someone is ready for university, i.e., that he possesses the attributes needed to be successful? Dropout rates suggest this is not the case: One third of all first-year students do not continue to the second year of the degree programme they started. In this thesis, we investigated which student attributes contribute to a smooth transition to university and what role pre-university teachers play in preparing their students for university.Results showed that secondary school students who were more curious and had more academic interest had more confidence in themselves being successful in university. Moreover, after the transition, they had higher motivation and felt more at home in the university environment. Furthermore, secondary school students who put more effort into their schoolwork and made better use of learning strategies were more successful in university. Factors such as curiosity and academic interest are thus important, but factors related to actual study behaviour – especially self-regulated learning – are necessary for effective adjustment to the university learning environment. Although pre-university teachers felt that university preparation was an important task, their role was small and rarely explicit. The role mainly consisted of providing information and not so much of contributing to the development of attributes students need to be successful in university. The national examinations at the end of secondary school and a lack of knowing what universities expect from first-year students were barriers that kept teachers from paying more attention to university preparation.

AB - A pre-university diploma grants access to university, but does this also mean that someone is ready for university, i.e., that he possesses the attributes needed to be successful? Dropout rates suggest this is not the case: One third of all first-year students do not continue to the second year of the degree programme they started. In this thesis, we investigated which student attributes contribute to a smooth transition to university and what role pre-university teachers play in preparing their students for university.Results showed that secondary school students who were more curious and had more academic interest had more confidence in themselves being successful in university. Moreover, after the transition, they had higher motivation and felt more at home in the university environment. Furthermore, secondary school students who put more effort into their schoolwork and made better use of learning strategies were more successful in university. Factors such as curiosity and academic interest are thus important, but factors related to actual study behaviour – especially self-regulated learning – are necessary for effective adjustment to the university learning environment. Although pre-university teachers felt that university preparation was an important task, their role was small and rarely explicit. The role mainly consisted of providing information and not so much of contributing to the development of attributes students need to be successful in university. The national examinations at the end of secondary school and a lack of knowing what universities expect from first-year students were barriers that kept teachers from paying more attention to university preparation.

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Secondary school students' university readiness and their transition to university

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