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People get ready : high school students' college readiness and higher education success

Isis Vandelannote (UGent) and Jannick Demanet (UGent)
(2025) SOCIAL PSYCHOLOGY OF EDUCATION. 28(1).
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Abstract
The high prevalence of delay and non-completion among academic track students across OECD countries raises questions about academic tracks' effectiveness in successfully preparing students for higher education. Yet, empirical studies addressing academic track students' college readiness remain scarce. Therefore, this study investigates the long-term effects of cognitive (i.e., ability) and non-cognitive indicators (i.e., self-efficacy, learning skills, transition knowledge, and cognitive strategies) of college readiness on "on-time" progress throughout higher education. Additionally, this study investigates whether shared teacher expectations (i.e., teachability culture) explain differences in students' college readiness. Results of multilevel analyses based on data from 671 Flemish students across 16 schools (ISCY: 2013-2019), indicated that teachability culture positively affected college-readiness indicators, namely: self-efficacy and cognitive strategies. In turn, self-efficacy positively affected students' "on time" progression throughout higher education. Given its malleable nature, self-efficacy is potentially an interesting tool to increase college-readiness, and ultimately "on time" degree completion.
Keywords
Higher education, College readiness, Self-efficacy, Teacher expectations of students, Academic track, Longitudinal studies, TEACHER EXPECTATIONS, SELF-EFFICACY, PERSONALITY-TRAITS, ABILITY PREDICTORS, ACHIEVEMENT, PERFORMANCE, TRACKING, PERCEPTIONS, COMPLETION, ENGAGEMENT

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MLA
Vandelannote, Isis, and Jannick Demanet. “People Get Ready : High School Students’ College Readiness and Higher Education Success.” SOCIAL PSYCHOLOGY OF EDUCATION, vol. 28, no. 1, 2025, doi:10.1007/s11218-024-09974-4.
APA
Vandelannote, I., & Demanet, J. (2025). People get ready : high school students’ college readiness and higher education success. SOCIAL PSYCHOLOGY OF EDUCATION, 28(1). https://doi.org/10.1007/s11218-024-09974-4
Chicago author-date
Vandelannote, Isis, and Jannick Demanet. 2025. “People Get Ready : High School Students’ College Readiness and Higher Education Success.” SOCIAL PSYCHOLOGY OF EDUCATION 28 (1). https://doi.org/10.1007/s11218-024-09974-4.
Chicago author-date (all authors)
Vandelannote, Isis, and Jannick Demanet. 2025. “People Get Ready : High School Students’ College Readiness and Higher Education Success.” SOCIAL PSYCHOLOGY OF EDUCATION 28 (1). doi:10.1007/s11218-024-09974-4.
Vancouver
1.
Vandelannote I, Demanet J. People get ready : high school students’ college readiness and higher education success. SOCIAL PSYCHOLOGY OF EDUCATION. 2025;28(1).
IEEE
[1]
I. Vandelannote and J. Demanet, “People get ready : high school students’ college readiness and higher education success,” SOCIAL PSYCHOLOGY OF EDUCATION, vol. 28, no. 1, 2025.
@article{01JHMZ2XGPP5WGJ6BP7XG7V22X,
  abstract     = {{The high prevalence of delay and non-completion among academic track students across OECD countries raises questions about academic tracks' effectiveness in successfully preparing students for higher education. Yet, empirical studies addressing academic track students' college readiness remain scarce. Therefore, this study investigates the long-term effects of cognitive (i.e., ability) and non-cognitive indicators (i.e., self-efficacy, learning skills, transition knowledge, and cognitive strategies) of college readiness on "on-time" progress throughout higher education. Additionally, this study investigates whether shared teacher expectations (i.e., teachability culture) explain differences in students' college readiness. Results of multilevel analyses based on data from 671 Flemish students across 16 schools (ISCY: 2013-2019), indicated that teachability culture positively affected college-readiness indicators, namely: self-efficacy and cognitive strategies. In turn, self-efficacy positively affected students' "on time" progression throughout higher education. Given its malleable nature, self-efficacy is potentially an interesting tool to increase college-readiness, and ultimately "on time" degree completion.}},
  articleno    = {{7}},
  author       = {{Vandelannote, Isis and Demanet, Jannick}},
  issn         = {{1381-2890}},
  journal      = {{SOCIAL PSYCHOLOGY OF EDUCATION}},
  keywords     = {{Higher education,College readiness,Self-efficacy,Teacher expectations of students,Academic track,Longitudinal studies,TEACHER EXPECTATIONS,SELF-EFFICACY,PERSONALITY-TRAITS,ABILITY PREDICTORS,ACHIEVEMENT,PERFORMANCE,TRACKING,PERCEPTIONS,COMPLETION,ENGAGEMENT}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{26}},
  title        = {{People get ready : high school students' college readiness and higher education success}},
  url          = {{http://doi.org/10.1007/s11218-024-09974-4}},
  volume       = {{28}},
  year         = {{2025}},
}
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