Table 3. Results of the ordinal logistic regression models for the four variables measuring academic success.
Score on the M1, χ2(5) = 230.82, p < .001; | |||||||
n = 1656, Mc Fadden R2 = .06 |
Score on the M1: very good = 24%, good = 45%, satisfactory = 25%, sufficient = 6% |
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ß | SE(ß) | p | OR | 95%CI(OR) | |||
predictors | |||||||
vocational training | 0.24 | 0.13 | .070 | 1.27 | [0.98, | 1.65] | |
academic degree | 0.22 | 0.19 | .260 | 1.24 | [0.85, | 1.82] | |
voluntary service | 0.03 | 0.11 | .810 | 1.03 | [0.82, | 1.29] | |
undergraduate GPA | 1.26 | 0.12 | < .001*** | 3.54 | [2.80, | 4.47] | |
gender | 0.70 | 0.10 | < .001*** | 2.01 | [1.65, | 2.45] | |
Score on the M2, χ2(6) = 182.84, p < .001 | |||||||
n = 409, Mc Fadden R2 = .22 |
Score on the M2: very good = 2%, good = 49%, satisfactory = 41%, sufficient = 8% |
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ß | SE(ß) | p | OR | 95%CI(OR) | |||
predictors | |||||||
vocational training | 0.16 | 0.30 | .599 | 1.17 | [0.65, | 2.09] | |
academic degree | 1.19 | 0.43 | .005** | 3.29 | [1.42, | 7.59] | |
voluntary service | 0.14 | 0.27 | .595 | 1.15 | [0.68, | 1.95] | |
M1 grades | 1.46 | 0.15 | < .001*** | 4.31 | [3.20, | 5.81] | |
undergraduate GPA | 0.77 | 0.27 | .004** | 2.15 | [1.28, | 3.63] | |
gender | -0.09 | 0.22 | .671 | 0.91 | [0.59, | 1.41] | |
Number of repeated exams, χ2(6) = 272.98, p < .001 | |||||||
n = 2289, Mc Fadden R2 = .06 |
Number of repeated exams: none = 66%, one = 16%, two = 8%, three = 5%, ≥ four = 5% |
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ß | SE(ß) | p | OR | 95%CI(OR) | |||
predictors | |||||||
vocational training | 0.47 | 0.12 | < .001*** | 1.61 | [1.27, | 2.03] | |
academic degree | -0.12 | 0.19 | 0.539 | 0.89 | [0.61, | 1.29] | |
voluntary service | 0.05 | 0.11 | 0.631 | 1.05 | [0.86, | 1.29] | |
undergraduate GPA | 0.97 | 0.10 | < .001*** | 2.63 | [2.16, | 3.21] | |
gender | 0.30 | 0.10 | .002** | 1.34 | [1.11, | 1.62] | |
Level of experience | 0.10 | 0.01 | < .001*** | 1.11 | [1.08, | 1.14] | |
Number of semesters beyond the standard period of studies, χ2(6) = 878.12, p < .001 | |||||||
n = 2294, Mc Fadden R2 = .19 |
Number of semesters beyond: none = 63%, one = 18%, two = 15%, ≥ three = 4%; |
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ß | SE(ß) | p | OR | 95%CI(OR) | |||
predictors | |||||||
vocational training | -0.23 | 0.14 | .092 | 0.79 | [0.60, | 1.04] | |
academic degree | -0.24 | 0.21 | .254 | 0.79 | [0.52, | 1.19] | |
voluntary service | -0.05 | 0.12 | .694 | 0.95 | [0.75, | 1.21] | |
undergraduate GPA | 0.14 | 0.12 | .247 | 1.14 | [0.91, | 1.44] | |
gender | 0.43 | 0.10 | < .001*** | 1.54 | [1.25, | 1.88] | |
Level of experience | 0.47 | 0.02 | < .001*** | 1.60 | [1.54, | 1.66] |
Note. For all dependent variables, the highest category was taken as reference category—higher categories indicate poorer academic performance; percentages rounded to the nearest whole number. The reference category for vocational training was “no vocational training”, for academic degree it was “no academic degree” and for voluntary service it was “no voluntary service”. The reference category for the control variable gender was “male”.
* p < .05
** p < .01
*** p < .001.