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Influences include sociodemographic, psychosocial, and academic functioning factors. Canadian literature is limited, and little published data directly compare academic outcomes between local-born, immigrant, and international students. A secondary analysis of 2,466 first-year students from a Canadian university over three years examined age, gender, first language, citizenship status, and early performance as predictors of later performance, dropout, and return.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/predictors-of-post-secondary-academic-outcomes-among-local-born-immigrant-and-international-students-in-canada-a-retrospective-analysis/595718/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/predictors-of-post-secondary-academic-outcomes-among-local-born-immigrant-and-international-students-in-canada-a-retrospective-analysis/595718.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about post-secondary academic outcomes in Canada?","Question",{"text":112,"@type":113},"It examines predictors of later academic performance, dropout, and return to studies among local-born, immigrant, and international students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and time frame are used in the analysis?",{"text":117,"@type":113},"The analysis uses secondary data from 2,466 first-year students from a Canadian university across three years.",{"name":119,"@type":110,"acceptedAnswer":120},"Which early factors are identified as predictors of later outcomes?",{"text":121,"@type":113},"Age, gender, first language, citizenship status, and early academic performance are among the predictors of later performance, dropout, and return to studies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595718,1792189195,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Predictors of Post-Secondary Academic Outcomes among Local-Born, Immigrant, and International Students in Canada:  \nA Retrospective Analysis  \nTricia L. da Silva University of Toronto  \nKonstantine Zakzanis  \nUniversity of Toronto Scarborough  \nJoanna Henderson University of Toronto  \nArun V. Ravindran University of Toronto  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:4 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nPoor academic performance and dropout are major concerns at post-secondary institutions. Influences include sociodemographic, psychosocial, and academic functioning factors. Canadian literature is limited, and little published data directly compare academic outcomes between local-born, immigrant, and international students. We conducted a secondary analysis of data from 2,466 first-year students from a Canadian university over three years. Age, gender, first language, citizenship status, and early academic performance were among the predictors of later performance, dropout and return to studies. Local-born, immigrant, and international students had similarities and differences in risks. Limitations include the retrospective analysis and lack of information on reasons for dropout.  \nKeywords: immigrant student, international student, post-secondary academic performance, dropout, return to studies, predictors  \nRésumé  \nLe rendement scolaire médiocre et le décrochage scolaire sont des affaires majeures aux établissements postsecondaires. Les facteurs sociodémographique, psychosociaux et defonctionnement scolaire sont influents. La littérature canadienne est limitée, et les comparaisons directes des résultats scolaire entre les étudiants natifs, immigrés et étrangers sont rares. Nous avons mené une analyse secondaire de données sur 2466 étudiants de première année d’une université canadienne au cours de trois années. L’âge, le genre, la langue maternelle, la citoyenneté, et le rendement scolaire au début étaient parmi les prédicteurs de la réussite scolaire ultérieure, du décrochage scolaire, et du recommencement des études. En ce qui concerne la risque, il y avait des similarités et des différences entre les étudiants natifs, immigrés et étrangers. Les limitations sont l’analyse retrospective et le manque d’informations sur les raisons du décrochage scolaire.  \nMots-clés : abandon des études postsecondaires, étudiant immigré, étudiant étranger, prédicteurs, rendement scolaire postsecondaire, retour aux études  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:4 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nWhile post-secondary success can be characterized by many elements, including personal and skills development, it is generally defined in most theories and research as good academic performance as reflected in grades or marks, persistent enrolment, and degree completion and graduation (Kuh, Bridges, & Hayek, 2006) . Conversely, post-secondary failure encompasses poor academic performance, non-completion of degree, and dropout (Hoyt & Winn, 2004; Kuh et al., 2006; Tinto, 1975, 1993). Dropout can vary by locus (from the institution or from higher education), choice (voluntary or involuntary), and timeframe (temporary or permanent), but is usually defined in most studies and theoretical models as permanent withdrawal from a specific institution (Hoyt & Winn, 2004; Kuhet al., 2006; Tinto, 1975, 1993) .  \nPost-secondary academic failure is a serious concern for educators globally, including those in Canada (Shaienks, Gluszynski, & Bayard, 2008) . Rates of underperformance are rising, and student dropout is common, with most attrition occurring in the first year of studies (Bowler, 2009; Paton, 2012; Shaienks & Gluszynski, 2007) . Furthermore, the majority of those who drop out tend not to return (Shaienks et al., 2008). Long-term consequences of the lack of a post-","cbCaiaVByT5MUfIf","https://ap.wps.com/l/cbCaiaVByT5MUfIf","pdf",366022,33,"English","# Abstract\n# Introduction\n## Definitions of success and failure in post-secondary education\n## Scope and consequences of dropout\n## Factors associated with academic outcomes","[{\"question\":\"What does the study examine about post-secondary academic outcomes in Canada?\",\"answer\":\"It examines predictors of later academic performance, dropout, and return to studies among local-born, immigrant, and international students.\"},{\"question\":\"What data and time frame are used in the analysis?\",\"answer\":\"The analysis uses secondary data from 2,466 first-year students from a Canadian university across three years.\"},{\"question\":\"Which early factors are identified as predictors of later outcomes?\",\"answer\":\"Age, gender, first language, citizenship status, and early academic performance are among the predictors of later performance, dropout, and return to studies.\"}]","Predictors of Post-Secondary Academic Outcomes among Local-Born, Immigrant, and International Students in Canada - A Retrospective Analysis | PDF",1792081735,83]