Mind the gap: Pre-tertiary subject choices as predictors of academic attainment in Higher Education

Harris, R J (Richard)¹, Pownall, M V (Madeleine)¹, Coats, R O A (Rachel)^1
1School of Psychology; University of Leeds, LS2 9JT, Leeds

 

Submission type

Poster only

Scheduled

Poster Sessions 1 (15:15-15:45), 25-09-2019, 15:15 - 15:45

Keywords

Psychological literacy; secondary education; transition; academic attainment

Summary

Psychology is one of the most popular degree subjects at pre-tertiary and higher education level (APA, 2008). In the UK, psychology degrees equip students with a comprehensive knowledge of psychology and skills such as critical thinking, research methods, and analytical debate. In theory, these skills are nurtured in A-level and AS-level study of psychology. Therefore, one would expect psychology A-level graduates to be academically more prepared for the unique challenges of their degree.

This paper will explore three cohorts of undergraduate students (N = 500), empirically analysing how A-level subject choice equips students for a psychology degree within the context of a large Russell Group University. In line with previous work (e.g. Peers & Johnston, 1994), the results suggest that mathematical and scientific subjects more effectively prepare students for psychology at university. Moreover, there are no significant differences between the academic attainment of those who study psychology at pre-tertiary level and those who do not. These findings will be conceptualised through a lens of psychological literacy, critically discussing how psychology at pre-tertiary level may not adequately equip students for their degree and introduce suggestions for future practise. Insights from current student perspectives will form the narrative to these findings. 

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