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A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education

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  • Halis Sakız
  • Faysal ÖzdaÅŸ
  • Ä°dris Göksu
  • Abdurrahman Ekinci

Abstract

Achievement in higher education is gaining importance and attracting attention among educational psychologists who seek for determining its correlates. This study examined longitudinal associations between academic achievement in higher education, university entrance exam performance, the psychosocial climate of the campus, and instructional behavior and socioeconomic status. Data concerning 2,361 students from three universities were collected via surveys and university records at Year 1, Year 2, and Year 4. Socioeconomic status (SES), university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 were associated positively with academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2 and Grade 4. Indirect effects from SES, university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 to Grade 4 outcomes were significant, through academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2. These results support that students’ SES, earlier entrance exam performance, and perceptions of their academics’ instructional behaviors and the campus’ psychosocial atmosphere at the first year of university life are associated with their academic achievement at the final year through their relations with the developing levels of academic achievement, perceived instructional behavior, and psychosocial climate of the campus toward the middle of university life.

Suggested Citation

  • Halis Sakız & Faysal ÖzdaÅŸ & Ä°dris Göksu & Abdurrahman Ekinci, 2021. "A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education," SAGE Open, , vol. 11(1), pages 21582440211, March.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:1:p:21582440211003085
    DOI: 10.1177/21582440211003085
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    References listed on IDEAS

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    1. Scott L. Thomas, 2000. "Ties That Bind," The Journal of Higher Education, Taylor & Francis Journals, vol. 71(5), pages 591-615, September.
    2. Oecd, 2012. "What Are the Returns on Higher Education for Individuals and Countries?," Education Indicators in Focus 6, OECD Publishing.
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    Cited by:

    1. Faysal Özdaş, 2022. "Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis," SAGE Open, , vol. 12(2), pages 21582440221, April.
    2. Shuting (Alice) Sun & Chris Davison, 2023. "University Preparation Programs in Australia: International Student Perspectives," SAGE Open, , vol. 13(2), pages 21582440231, June.

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