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Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education?

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Title:	Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education?
Authors:	Hauspie, Cathy¹ cathy.hauspie@ugent.be, Schelfhout, Stijn¹, Dirix, Nicolas¹, Fonteyne, Lot¹, Janse, Mark¹, Szmalec, Arnaud^1,2, Vereeck, Alexandra¹, Duyck, Wouter^1,3
Source:	Language Learning. Dec2024, Vol. 74 Issue 4, p853-883. 31p.
Subject Terms:	Secondary education, Classical languages, *Higher education, Latin language, Linguistics
Abstract:	Studying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study achievement in higher education, particularly in study programs other than those covering science, technology, engineering, and mathematics (STEM). Second, we explored where the instruction of Latin was a significant predictor in models of academic achievement, explaining incremental variance over 21 other cognitive, attitudinal, and demographic variables. Latin instruction was included as a variable in the prediction models in 42% of the programs (mainly in the non‐STEM ones), but the incremental predictive validity was substantial only in the linguistic programs. Our results highlight how the study of Latin can be a valuable predictor of academic achievement in other study fields. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Studying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study achievement in higher education, particularly in study programs other than those covering science, technology, engineering, and mathematics (STEM). Second, we explored where the instruction of Latin was a significant predictor in models of academic achievement, explaining incremental variance over 21 other cognitive, attitudinal, and demographic variables. Latin instruction was included as a variable in the prediction models in 42% of the programs (mainly in the non‐STEM ones), but the incremental predictive validity was substantial only in the linguistic programs. Our results highlight how the study of Latin can be a valuable predictor of academic achievement in other study fields. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]
ISSN:	00238333
DOI:	10.1111/lang.12639