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Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time

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  • Andrew J. Martin
  • Rachel Wilson
  • Gregory Arief D. Liem
  • Paul Ginns

Abstract

In the context of “academic momentum,” a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued. Deferred entry to university also predicted achievement through university.

Suggested Citation

  • Andrew J. Martin & Rachel Wilson & Gregory Arief D. Liem & Paul Ginns, 2013. "Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time," The Journal of Higher Education, Taylor & Francis Journals, vol. 84(5), pages 640-674, September.
    • Handle: RePEc:taf:uhejxx:v:84:y:2013:i:5:p:640-674
    DOI: 10.1080/00221546.2013.11777304
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    Cited by:

    1. Josipa Roksa & Peter Kinsley, 2019. "The Role of Family Support in Facilitating Academic Success of Low-Income Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(4), pages 415-436, June.
    2. Ray Franke & Brian Bicknell, 2019. "Taking a Break, or Taking a Class? Examining the Effects of Incentivized Summer Enrollment on Student Persistence," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(5), pages 606-635, August.
    3. Vivian Yuen Ting Liu, 2020. "Is School Out for the Summer? The Impact of Year-Round Pell Grants on Academic and Employment Outcomes of Community College Students," Education Finance and Policy, MIT Press, vol. 15(2), pages 241-269, Spring.
    4. Alauddin, Mohammad & Ashman, Adrian & Nghiem, Son & Lovell, Knox, 2016. "What determines students’ study practices in higher education? An instrumental variable approach," Economic Analysis and Policy, Elsevier, vol. 51(C), pages 46-54.
    5. Phipps, Aaron & Amaya, Alexander, 2023. "Are students time constrained? Course load, GPA, and failing," Journal of Public Economics, Elsevier, vol. 225(C).
    6. Jacob Greenspon, 2017. "The Gap Year: An Overview of the Issues," CSLS Research Reports 2017-01, Centre for the Study of Living Standards.
    7. Paul Attewell & David Monaghan, 2016. "How Many Credits Should an Undergraduate Take?," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(6), pages 682-713, September.
    8. Hsun-Yu Chan & Xueli Wang, 2018. "Momentum Through Course-Completion Patterns Among 2-Year College Students Beginning in STEM: Variations and Contributing Factors," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(6), pages 704-743, September.
    9. Mohammad Alauddin & Temesgen Kifle, 2014. "Does the student evaluation of teaching instrument really measure instructorsù teaching effectiveness? An econometric analysis of studentsù perceptions in economics courses," Economic Analysis and Policy, Elsevier, vol. 44(2), pages 156-168.

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