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The research tested whether the full model predicts university adaptation and final grades, whether pathway effects are consistent across direct entry, university transfer, and college transfer, and whether group means differ. Findings showed strong prediction of academic resourcefulness and links to adaptation and grades, with equivalent indirect/direct pathways and generally more favorable transfer-group scores.",{"@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-university-adaptation-and-grades-for-direct-entry-and-transfer-students/596957/",{"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-university-adaptation-and-grades-for-direct-entry-and-transfer-students/596957.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What groups does the study compare?","Question",{"text":112,"@type":113},"The study compares students entering university directly from high school with students transferring from other higher education institutions, including direct entry, university transfer, and college transfer groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What model and variables are analyzed?",{"text":117,"@type":113},"The analysis uses the academic self-control model, including general resourcefulness, academic resourcefulness, academic self-efficacy, preparedness, failure attributions, and university adaptation.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors most strongly predict academic outcomes?",{"text":121,"@type":113},"Across the full sample, general resourcefulness, preparedness, explanatory style for failure, and academic self-efficacy strongly predict academic resourcefulness, which is strongly associated with university adaptation and final grades.","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},596957,1792189193,{"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":19,"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},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Predictors of University Adaptation and Grades for Direct Entry and Transfer Students  \nChristopher Quinn-Nilas Memorial University of Newfoundland  \nDeborah J. Kennett Trent University  \nKaren Maki  \nIndependent Scholar  \nAbstract  \nThis study compared the differences between students entering university directly from high school vs. those transferring from other higher education institutions for the variables of the academic self-control model (general resourcefulness, academic resourcefulness, academic self-efficacy, preparedness, failure attributions, and university adaptation) . The goals of the research were to test the following: (1) the full academic self-control model using a large sample of undergraduate students to predict university adaptation and final grades; (2) if the pathways of association implied by the model are equally predictive regardless of whether students are direct entry, university transfer, or college transfer; and (3) if the means of the variables differed among these three groups. Results replicated previous studies showing that, for the entire sample, general resourcefulness, preparedness, explanatory style for failure, and academic self-efficacy were strongly predictive of academic resourcefulness, which, in turn, was strongly associated with university adaptation and grade. Moreover, the indirect and direct pathways of the model were found to be equivalent for the three student groups. Comparisons of the groups’ means for the psychological variables revealed the university transfer group to have the most favourable scores followed by the college transfer group. The findings suggest that both college and university transfer students bring valuable skills to undergraduate programs and the keys to their university adaptation and academic achievement are the same as for direct entry students.  \nKeywords: academic self-control model, direct entry, university adaptation, final grade  \nRésumé  \nCette étude a comparé les différences entre les étudiants/étudiantes qui entrent directement à l’université de l’école secondaire contre les étudiants/étudiantes qui transfèrent d'autres établissements d'enseignement supérieur pour les variables du modèle de maîtrise de soi académique (ressource générales, ressource académique, auto efficacité académique, la préparation, attributions d'échec, et adaptation universitaire) . Les objectifs de la recherche étaient contrôle: le modèle de maîtrise desoi académique complet en utilisant un gros échantillon d’étudiants/étudiantes de premier cycle de prédire l’adaptation universitaire et des notes finales; si les voies d'association impliquées par le modèle sont également prédictives prédictifs peu importe si les étudiants/étudiantes sont entrée directe, transfert de l’université, transfert du collége; et si les moyennes des variables différaient parmi ces trois groupes. Les resultats a répliqué les études précédentes ont montré que, pour l’échantillon complet, ressources générales, la préparation, style explicatif de l'échec, et auto-efficacité académique étaient fortement prédictif de ressources académique, qui était, à son tour, fortement associé avec adaptation universitaire et des notes finales. De plus, les voies indirecte et directe du model ont été jugés équivalentes pour les trois groupes d’étudiants/étudiantes. Une comparaison des moyennes des groupes pour les variables psychologique a révélé que le groupe de transfert universitaire avait les scores les plus favorables, suivis par le groupe transfert du collége. Les conclusions du rapport suggèrent que les étudiants/étudiantes en transfert du collège et université apportent de compétences précieuses aux programmes de premier cycle et les clés de leur adaptation à l’université et la réussite scolaire sont le même que pour les étudiantes/étudiantes entrée directe.  \nMots-clés : modèle d'autocontrôle académique, entrée directe, note finale  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement s","cbCaitEEt95G1gEv","https://ap.wps.com/l/cbCaitEEt95G1gEv","pdf",268942,17,"English","# Introduction\n## Academic resourcefulness model and prior findings\n## Study purpose and research aims","[{\"question\":\"What groups does the study compare?\",\"answer\":\"The study compares students entering university directly from high school with students transferring from other higher education institutions, including direct entry, university transfer, and college transfer groups.\"},{\"question\":\"What model and variables are analyzed?\",\"answer\":\"The analysis uses the academic self-control model, including general resourcefulness, academic resourcefulness, academic self-efficacy, preparedness, failure attributions, and university adaptation.\"},{\"question\":\"Which factors most strongly predict academic outcomes?\",\"answer\":\"Across the full sample, general resourcefulness, preparedness, explanatory style for failure, and academic self-efficacy strongly predict academic resourcefulness, which is strongly associated with university adaptation and final grades.\"}]","Predictors of University Adaptation and Grades for Direct Entry and Transfer Students | PDF",1792084086,43]