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How accurately do program-specific basic skills predict study success in open access higher education?

Stijn Schelfhout (UGent) , Bart Wille (UGent) , Lot Fonteyne (UGent) , Elisabeth Roels, Eva Derous (UGent) , Filip De Fruyt (UGent) and Wouter Duyck (UGent)
(2022) INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 111.
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Abstract
Student fail rates in the first year of open access academic higher education can become dramatically high. The present study in Flanders, Belgium examines how performance on program-specific basic skillsets can identify students at risk at the start of their curriculum in 21 bachelor programs (N = 6,624), months before actually failing their exams or dropping out. Results identify up to 58% of the students prone to failure at relatively lower error rates while still adhering to the principles of higher education equity. In practice, institutions and counselors can use the methodology of this study to identify at-risk students and offer them reorientation and remediation trajectories, preventing failure. Future applications towards more restricted or selective international education systems are discussed.
Keywords
Education, Academic achievement, Academic achievement prediction, Study success, Study failure, Study orientation, ACADEMIC-ACHIEVEMENT, SELF-CONTROL, INTELLIGENCE, PERFORMANCE, SCHOOL, METAANALYSIS, PERSONALITY, MOTIVATION, UNIVERSITY, COLLEGE

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MLA
Schelfhout, Stijn, et al. “How Accurately Do Program-Specific Basic Skills Predict Study Success in Open Access Higher Education?” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 111, 2022, doi:10.1016/j.ijer.2021.101907.
APA
Schelfhout, S., Wille, B., Fonteyne, L., Roels, E., Derous, E., De Fruyt, F., & Duyck, W. (2022). How accurately do program-specific basic skills predict study success in open access higher education? INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 111. https://doi.org/10.1016/j.ijer.2021.101907
Chicago author-date
Schelfhout, Stijn, Bart Wille, Lot Fonteyne, Elisabeth Roels, Eva Derous, Filip De Fruyt, and Wouter Duyck. 2022. “How Accurately Do Program-Specific Basic Skills Predict Study Success in Open Access Higher Education?” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH 111. https://doi.org/10.1016/j.ijer.2021.101907.
Chicago author-date (all authors)
Schelfhout, Stijn, Bart Wille, Lot Fonteyne, Elisabeth Roels, Eva Derous, Filip De Fruyt, and Wouter Duyck. 2022. “How Accurately Do Program-Specific Basic Skills Predict Study Success in Open Access Higher Education?” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH 111. doi:10.1016/j.ijer.2021.101907.
Vancouver
1.
Schelfhout S, Wille B, Fonteyne L, Roels E, Derous E, De Fruyt F, et al. How accurately do program-specific basic skills predict study success in open access higher education? INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 2022;111.
IEEE
[1]
S. Schelfhout et al., “How accurately do program-specific basic skills predict study success in open access higher education?,” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 111, 2022.
@article{8728106,
  abstract     = {{Student fail rates in the first year of open access academic higher education can become dramatically high. The present study in Flanders, Belgium examines how performance on program-specific basic skillsets can identify students at risk at the start of their curriculum in 21 bachelor programs (N = 6,624), months before actually failing their exams or dropping out. Results identify up to 58% of the students prone to failure at relatively lower error rates while still adhering to the principles of higher education equity. In practice, institutions and counselors can use the methodology of this study to identify at-risk students and offer them reorientation and remediation trajectories, preventing failure. Future applications towards more restricted or selective international education systems are discussed.}},
  articleno    = {{101907}},
  author       = {{Schelfhout, Stijn and Wille, Bart and Fonteyne, Lot and Roels, Elisabeth and Derous, Eva and De Fruyt, Filip and Duyck, Wouter}},
  issn         = {{0883-0355}},
  journal      = {{INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}},
  keywords     = {{Education,Academic achievement,Academic achievement prediction,Study success,Study failure,Study orientation,ACADEMIC-ACHIEVEMENT,SELF-CONTROL,INTELLIGENCE,PERFORMANCE,SCHOOL,METAANALYSIS,PERSONALITY,MOTIVATION,UNIVERSITY,COLLEGE}},
  language     = {{eng}},
  pages        = {{19}},
  title        = {{How accurately do program-specific basic skills predict study success in open access higher education?}},
  url          = {{http://doi.org/10.1016/j.ijer.2021.101907}},
  volume       = {{111}},
  year         = {{2022}},
}
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