Sense of coherence and academic achievement of domestic and international students: a comparative analysis

被引:19
|
作者
Grayson, J. Paul [1 ]
机构
[1] York Univ, Atkinson Sch Social Sci, Toronto, ON M3J 1P3, Canada
关键词
sense of coherence; academic achievement; educational outcomes;
D O I
10.1007/s10734-007-9106-0
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Traditional models of educational outcomes relate academic achievement to university experiences controlling for background characteristics, like former levels of achievement. In these models, most of the variance in the outcome under consideration is explained not by experiences inside the university but by background characteristics, such as prior levels of academic achievement. In many instances the contribution of institutional experiences to outcomes under consideration is small. To date, researchers have not included sense of coherence (SOC) among background characteristics. In the current study traditional models are modified to include SOC as a possible contributor to first year academic achievement among domestic and international students with English and other first languages at four Canadian universities. It is found that a model including SOC better fits data for commuter and residence students than a model in which SOC is omitted. Although the effect of SOC on first year academic achievement is small, it is larger than the effects of some institutional experiences. As a result, SOC should be included in attempts to explain first year academic achievement.
引用
收藏
页码:473 / 492
页数:20
相关论文
共 50 条
  • [31] The effects of gamification on students' academic achievement: a meta-analysis study
    Yildirim, Ibrahim
    Sen, Sedat
    INTERACTIVE LEARNING ENVIRONMENTS, 2021, 29 (08) : 1301 - 1318
  • [32] Gifted Ethnic Minority Students and Academic Achievement: A Meta-Analysis
    Henfield, Malik S.
    Woo, Hongryun
    Bang, Na Mi
    GIFTED CHILD QUARTERLY, 2017, 61 (01) : 3 - 19
  • [33] Computational thinking and academic achievement: A meta-analysis among students
    Lei, Hao
    Chiu, Ming Ming
    Li, Feng
    Wang, Xi
    Geng, Ya-jing
    CHILDREN AND YOUTH SERVICES REVIEW, 2020, 118
  • [34] Educational decentralisation and students' academic achievement: a cross-cultural analysis
    Teng, Yuan
    Tsang, Kwok Kuen
    EDUCATIONAL STUDIES, 2024, 50 (03) : 317 - 340
  • [35] A Weight and Meta-Analysis on the Academic Achievement of High School Students
    Nunes, Catarina
    Oliveira, Tiago
    Santini, Fernando de Oliveira
    Castelli, Mauro
    Cruz-Jesus, Frederico
    EDUCATION SCIENCES, 2022, 12 (05):
  • [36] Accuracy of Teachers' Judgments of Students' Academic Achievement: A Meta-Analysis
    Suedkamp, Anna
    Kaiser, Johanna
    Moeller, Jens
    JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2012, 104 (03) : 743 - 762
  • [37] Academic self-efficacy, sense of coherence, hope and tiredness among college students with learning disabilities
    Ben-Naim, Shiri
    Laslo-Roth, Roni
    Einav, Michal
    Biran, Hadar
    Margalit, Malka
    EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 2017, 32 (01) : 18 - 34
  • [38] Negative Racial Encounters and Academic Outcomes of International and Domestic Students in Four Canadian Universities
    Grayson, J. Paul
    JOURNAL OF INTERNATIONAL STUDENTS, 2014, 4 (03) : 262 - 278
  • [39] Sense of coherence in students while studying abroad
    Mayer, Claude-Helene
    Larsen, Jeff
    HEALTH SA GESONDHEID, 2024, 29
  • [40] Relationship between academic procrastination and academic achievement of postgraduate students
    Gayary, Mallika
    Kalita, Sima
    JOURNAL OF EDUCATION AND HEALTH PROMOTION, 2025, 14 (01)