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Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/13747

Title: Do diligent students perform better? Complex relations between student and course characteristics, study time, and academic performance in higher education
Authors: Masui, Chris
Broeckmans, Jan
Doumen, Sarah
Groenen, Anne
Molenberghs, Geert
Issue Date: 2014
Citation: Studies in higher education (Dorchester-on-Thames), 39 (4), p. 621-643
Abstract: Research has reported equivocal results regarding the relationship between study time investment and academic performance in higher education. In the setting of the active, assignment-based teaching approach at Hasselt University (Belgium), the present study aimed (a) to further clarify the role of study time in academic performance, while taking into account student characteristics (e.g., gender, prior domain knowledge), and (b) to examine the relation between a number of student and course characteristics and study time. Data included course-specific study time recordings across the entire term, grades for 14 courses, expert ratings of six course characteristics, and other data from the records of 168 freshmen in business economics. For most courses, study time predicted grades, even beyond student characteristics. However, there were differential results depending on the course considered, stressing the importance of examining relations at course-level instead of globally across courses. As to study time, course characteristics were strong predictors.
URI: http://hdl.handle.net/1942/13747
DOI: 10.1080/03075079.2012.721350
ISSN: 0307-5079
Category: A1
Type: Journal Contribution
Validation: vabb, 2014
Appears in Collections: Centre for Statistics
Behavioural Sciences - Learning
Research Institute Center for Statistics

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