Social Psychology of Education

, Volume 22, Issue 3, pp 743–755 | Cite as

Predictors of academic success in the entry and integration stages of students’ academic careers

  • Andri Burger
  • Luzelle NaudéEmail author


The aim of this study was to investigate the predictors of academic success of South African students. The study focused on 164 first to fourth year students. The extent to which students’ grade 12 performance, the type of high school they attended and their academic self-concepts contributed to their academic success during the entry and integration stages of students’ academic careers were examined. The combination of the three variables predicted a significant amount of the variance in the academic success of students in both the entry and integration stages of their academic careers. While all three variables made a unique and significant individual contribution in the entry stage, only grade 12 performance and academic self-concept explained a significant amount of the variance in the academic success of the students in the integration stage. Academic self-concept explained the largest amount of variance in academic success for both groups.


Predictors of academic success Grade 12 performance Type of high school Academic self-concept Entry and integration stages of students’ academic careers 


Compliance with ethical standards

Conflict of interest

All authors declare that they have no conflict of interest.

Ethical approval

All procedures performed in this study (involving human participants) were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study.


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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Department of Psychology, Faculty of the HumanitiesUniversity of the Free StateBloemfonteinSouth Africa

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