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首页> 外文期刊>PLoS One >Predicting economics student retention in higher education: The effects of students’ economic competencies at the end of upper secondary school on their intention to leave their studies in economics
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Predicting economics student retention in higher education: The effects of students’ economic competencies at the end of upper secondary school on their intention to leave their studies in economics

机译：预测高等教育的经济学学生保留：高中学生在高中学生经济能力的影响，他们打算在经济学中留下学业

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Despite the importance of acquiring economic competencies at the secondary level and the worldwide popularity of economics in higher education, there is almost no research on the effects of economic competencies on economics student retention. Based on a longitudinal sample of 538 high school students in Switzerland, this study provides the first results on this topic. The longitudinal study took place from 2011 to 2016 and comprised two points of measurement. Economic competencies were measured multidimensionally and comprised knowledge and skills, as well as attitude, value-oriented dispositions, interest and motivation. Different student retention models were adapted and combined to explain student retention in the field of economics. According to these models, students’ academic and social integration are key mediators to predict their retention. Based on these theoretical explanations, structural equation modelling was then used to test the long-term effects of high school students’ economic competencies at the end of upper-secondary school on their retention in studying in the field of economics. The results show that economic competencies predict economics students’ academic integration (as measured by grade point average) but not their social integration. Additionally, the data confirm that academic and social integration are strong mediators for their retention. In addition to economic competencies, students’ cognitive abilities, prior schooling (school grades, school profile, and school type) and perceived family support predict student retention in economics. Overall, economic competencies account for a substantial proportion of the variance in student retention. Against this background, the results indicate that fostering high school students’ economic competencies plays a crucial role in their study success in the field of economics.
机译：尽管在高等教育中获取经济竞争力和全球经济学普及的经济能力的重要性，但几乎没有关于经济能力对经济学学生保留的影响。该研究基于瑞士538名高中生的纵向样本，为本主题提供了第一个结果。纵向研究从2011年到2016年举行，并包括两点测量点。经济竞争力被衡量，包括知识和技能，以及态度，价值导向的性格，兴趣和动力。不同学生保留模型进行了调整和组合以解释经济领域的学生保留。根据这些模型，学生的学术和社会融合是关键调解员，以预测其保留。基于这些理论解释，随后，结构方程模型将在高中学生在高中学校经济能力的长期效应，以在高中学校在经济学领域留下保留。结果表明，经济竞争力预测经济学学生的学术融合（按成绩点衡量）但不是他们的社会融合。此外，数据确认，学术和社会融合是其保留的强大调解员。除了经济能力，学生的认知能力，先前学校教育（学校成绩，学校简介和学校类型）和感知家庭支持预测经济学的学生保留。总体而言，经济竞争力占学生保留方差的大量比例。在此背景下，结果表明，培养高中生的经济能力在经济学领域的研究成功中发挥着至关重要的作用。

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