The Impact of Student Aptitude on Academic Success in International Higher Education
Abstract
International students have diverse backgrounds and experience that can impact their academic success in international education. Purpose of this research intends to provide empirical evidence of the impact of student aptitude on the academic success in the context of higher education in UK. Data is gathered from 748 international students studying at UK universities, and analyzed using regression analysis. The results revealed a significant positive association amid student aptitude and academic success among international students. The regression coefficient (β=0.65) and R2 (0.40) of the model designated students’ aptitude to be a strong antecedent of academic success. The results are supported by the Cognitive Load Theory which suggests that students having higher cognitive abilities could manage cognitive load in a better manner, which facilitate effective learning and higher academic success. The findings imply that aptitude and cognitive abilities of students are critical contributing factors towards academic performance and inspires additional assessment of cognitive and non-cognitive elements in this regard. The findings are of significance to practitioners and educators in designing more effective student support systems and educational strategies for international higher education.
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