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Type of High School Predicts Academic Performance at University Better than Individual Differences

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  • Benjamin Banai
  • Višnja Perin

Abstract

Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics.

Suggested Citation

  • Benjamin Banai & Višnja Perin, 2016. "Type of High School Predicts Academic Performance at University Better than Individual Differences," PLOS ONE, Public Library of Science, vol. 11(10), pages 1-16, October.
    • Handle: RePEc:plo:pone00:0163996
    DOI: 10.1371/journal.pone.0163996
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    References listed on IDEAS

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    2. Vincent Tinto, 1997. "Classrooms as Communities," The Journal of Higher Education, Taylor & Francis Journals, vol. 68(6), pages 599-623, November.
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