Pre-Tertiary Subject Choice as Predictors of Undergraduate Attainment and Academic Preparedness in Psychology

• Published in: Psychology Teaching Review Vol. 27; no. 1; pp. 9 - 25
• Main Authors: Pownall, Madeleine, Blundell-Birtill, Pam, Coats, Rachel O, Harris, Richard
• Format: Journal Article
• Language: English
• Published: British Psychological Society, Division for Teachers & Researchers in Psychology 2021
• Subjects: College Freshmen; Course Selection (Students); Educational Attainment; Foreign Countries; Predictor Variables; Prior Learning; Psychology; Readiness; Secondary Education; United Kingdom
• ISSN: 0965-948X
• DOI: 10.53841/bpsptr.2021.27.1.9

In the UK, psychology degrees are designed to equip students with skills such as critical thinking, research methods, and analytical debate. Many of the key skills and subject-specific content that is taught in the first year of a psychology programme is also introduced in A-level and AS-level study of psychology. Therefore, one would expect psychology A-level graduates to be both personally and academically more prepared for the unique challenges of their psychology degree, compared to students who had not studied A-level psychology. Here, we report findings from two mixed-methods studies which suggest that generally, mathematical-based A-level subjects, but not psychology A-level, more effectively prepare students for some of the academic skills required to succeed on a psychology degree. However, studying psychology A-level prepares students well for subject-specific content, which is highly valued in first-year students. We discuss these findings through a lens of constructive alignment, academic preparedness, and successful transitions.