open access publication

Article, 2024

Admission testing, pre-academic exam self-efficacy, and retention. A prospective cohort study

Studies In Educational Evaluation, ISSN 1879-2529, 0191-491X, Volume 83, Page 101383, 10.1016/j.stueduc.2024.101383

Contributors

O'Neill, Lotte Dyhrberg 0000-0001-7187-677X (Corresponding author) [1] Nielsen, Tine 0000-0002-9087-729X [1] [2]

Affiliations

  1. [1] University of Southern Denmark
    2. [NORA names: SDU University of Southern Denmark; University; Denmark; Europe, EU; Nordic; OECD];
  2. [2] University College Lillebaelt
    3. [NORA names: UCL University College; College; Denmark; Europe, EU; Nordic; OECD]

Abstract

Several studies have indicated the presence of a retention effect of admission testing in higher education, but so far little is known about the possible mechanisms behind such an effect. The aim of this study was to examine the associations between admission testing, selected psychological attributes, program performance and early dropout at university for two admission tracks (grade-based admission and test-based admission). Students from five faculties were surveyed at baseline in a prospective cohort study design. Multivariate logistic regression was used to model first-year dropout for 499 students. Results indicated the presence of a retention effect of pre-academic exam self-efficacy (PAE-SE) for the subgroup of students admitted via test-based admission. Implications of the results for research and admission testing practice are discussed.

Keywords

Admission Test, University, admission, admission track, association, attributes, baseline, cohort study design, design, dropout, early dropout, education, effect, effectiveness of admissions tests, faculty, first-year dropout, higher education, implications, logistic regression, mechanism, multivariate logistic regression, performance, practice, presence, program, program performance, prospective cohort study design, psychological attributes, regression, research, results, retention, retention effect, self-efficacy, students, study, study design, subgroups, subgroups of students, test, testing practices, tracking

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