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Effects of Honours Programme Participation in Higher Education: A Propensity Score Matching Approach

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Title: Effects of Honours Programme Participation in Higher Education: A Propensity Score Matching Approach
Language: English
Authors: Kool, Ada, Mainhard, Tim, Jaarsma, Debbie, van Beukelen, Peter, Brekelmans, Mieke
Source: Higher Education Research and Development. 2017 36(6):1222-1236.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Honors Curriculum, Foreign Countries, Undergraduate Students, Comparative Analysis, Control Groups, Creativity, Student Participation, Longitudinal Studies, Grade Point Average, Personality Traits, Academic Achievement, Factor Analysis, Measures (Individuals), Regression (Statistics)
Geographic Terms: Netherlands
DOI: 10.1080/07294360.2017.1304362
ISSN: 0729-4360
Abstract: Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than academic achievement. By using propensity score matching, the current study investigated the effects of Dutch honours programmes on students' ability, motivation, creativity and academic achievement. Students' self-perceived ability, perseverance, mastery orientation, performance orientation, intellectual curiosity and self-efficacy, as well as students' gender and study grades were used to match undergraduate honours students to non-honours students (N = 94). Results showed no overall differences in ability, motivation and creativity halfway into the honours programme, although honours students seemed to slightly increase in intellectual curiosity, while non-honours students tended to decrease in mastery orientation. Outcomes of the study give rise to considerations about the role of honours programmes in curricula.
Abstractor: As Provided
Number of References: 46
Entry Date: 2017
Accession Number: EJ1151592
Database: ERIC
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  Data: Effects of Honours Programme Participation in Higher Education: A Propensity Score Matching Approach
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2017 36(6):1222-1236.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1080/07294360.2017.1304362
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  Data: 0729-4360
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  Data: Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than academic achievement. By using propensity score matching, the current study investigated the effects of Dutch honours programmes on students' ability, motivation, creativity and academic achievement. Students' self-perceived ability, perseverance, mastery orientation, performance orientation, intellectual curiosity and self-efficacy, as well as students' gender and study grades were used to match undergraduate honours students to non-honours students (N = 94). Results showed no overall differences in ability, motivation and creativity halfway into the honours programme, although honours students seemed to slightly increase in intellectual curiosity, while non-honours students tended to decrease in mastery orientation. Outcomes of the study give rise to considerations about the role of honours programmes in curricula.
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  Data: 2017
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  Data: EJ1151592
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Comparative Analysis
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