Identifying science students at risk in the first year of higher education: the incremental value of non-cognitive variables in predicting early academic achievement

Science students’ study success rates in the first year of higher education (FYHE) are problematic. Although a considerable amount of previous research has been carried out to investigate the determinants of students’ academic achievement in FYHE, there has been little discussion about the incremental value of non-cognitive factors over and above cognitive determinants in the prediction of early (after the first semester of FYHE) academic...