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Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education
2021
Frontline Learning Research
The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; contextual factors have often been left out of the investigation. The majority of studies have tested the impact of individual characteristics assuming that the effects are the same in different programs. However, differences between institutions or
doi:10.14786/flr.v9i2.671
fatcat:5r3q7yx6pfestoo3z6xsa54nie