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

Andrew J. Martin, Rachel Wilson, Gregory Arief D. Liem and Paul Ginns

The Journal of Higher Education, 2013, vol. 84, issue 5, 640-674

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.

Date: 2013
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DOI: 10.1080/00221546.2013.11777304

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