Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time

Abstract

In the context of “academic momentum,” a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued. Deferred entry to university also predicted achievement through university.

Additional information

Notes on contributors

Andrew J. Martin

Andrew J. Martin is Professorial Research Fellow, Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia; [email protected].

Rachel Wilson

Rachel Wilson is Senior Lecturer, Faculty of Education and Social Work, University of Sydney; [email protected].

Gregory Arief D. Liem

Gregory Arief D. Liem is Assistant Professor, Psychological Studies Academic Group, National Institute of Education, Singapore; [email protected].

Paul Ginns

Paul Ginns is Senior Lecturer, Faculty of Education and Social Work, University of Sydney; [email protected].