With the increasing numbers and diversity of students entering the university, many attention from both policymakers and researchers goes to the achievement rates and factors predicting the academic performance of freshmen (first-generation students). Although many studies on this topic are already available, we see two main limitations when reviewing the literature. First, academic performance is, in many cases, measured as student achievement or dropout rates in (only) the first year (see, for instance, McKenzie & Schweitzer, 2001). High numbers of students however graduate after retaking a number of examinations. This is due to the current educational policies that enable students a greater flexibility when going through their educational program. Second, many studies focus on student achievement in only one subject domain (for instance, psychology) and do not take into account possible differences between various educational programs within the same institution (see, for instance, Kappe & Van der Flier, 2012).

Kappe, R. & Van der Flier, H. (2012). Predicting academic success in higher education: what’s more important than being smart? European Journal of Educational Psychology, 27, 605-619. Doi: 10.1007/s10212-011-0099-9 McKenzie, K. & Schweitzer, R. (2001). Who Succeeds at University? Factors predicting academic performance in first year Australian university students. Higher Education Research & Development, 20, 21-33. Doi: 10.1080/07924360120043621 Van Den Bergh, M. & Hofman, W. (2005). Student Success in University Education: A Multi-measurement Study of the Impact of Student and Faculty Factors on Study Progress. Higher Education, 50, 413-446. Doi: 10.1007/s10734-004-6361-