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Table 3 Simple Pearson correlations of key measures with a range of demographic, school, social and UKCAT process measures

From: The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools

  

Educational Attainment

3/5 best A-levels/Highers

UKCAT total score

Overall medical school

  

(zEducational Attainment)

(Alevels_TotalBest

(zUKCATtotal)

score (OverallScore)

   

SQAhighers_TotalBest)

  

Demographic measures

UK national (UK)

.008

.000/-.042

.060 ***

-.007

(3,432)

(2,764/769)

(4,811)

(4,811)

Male (UCAS.Male)

-.037 *

.026/.058

.061 ***

-.039 **

(3,432)

(2,764/769)

(4,742)

(4,742)

Aged 21+ (Cand.AgeGT21)

n/a

n/a

-.060 ***

.080 ***

(4,766)

(4,766)

Aged 30+ (Cand.Age30plus)

n/a

n/a

-.023

-.003

(4,766)

(4,766)

Ethnic2 (non-White) (UCAS.Ethnic2)

-.053 **

-.062 **/-.033

-.141 ***

-.142 ***

(3,221)

(2,549/766)

(4,149)

(4,149)

School measures

Selective schooling (SelectiveSchool)

.051 **

.038 */.120 ***

.075 ***

-.101 ***

(3,432)

(2,764/769)

(4,811)

(4,811)

DfES value added KS 5 (DFESshrunkVA)

-.012

.012/n/a

-.014

-.049 *

(2,092)

(2,119)

(2,561)

(2,561)

DfES average points per student (DFES.AVEPointStudent)

.085 ***

.127 ***/n/a

.097 ***

-.065 ***

(2,114)

(2,141)

(2,586)

(2,586)

DfES average points per exam entry (DFES.AvePointScore)

.111 ***

.101 ***/n/a

.044 *

-.111 ***

(2,109)

(2,136)

(2,582)

(2,582)

Social background

Socio-economic classification (SEC) (1 = High 5 = Low) (CAND.NSSEC)

-.058 *

-.084 ***/-.046

-.056 ***

-.011

(2,939)

(2,356/675)

(4,091)

(4,091)

Overall deprivation decile (1 = high, 10 = low deprivation) (IMDOverallQualityDecile)

.079 ***

.076 ***/n/a

.113 ***

.032

(2,275)

(2,307)

(3,074)

(3,074)

Income deprivation decile (IMD1IncomeDecile)

.078 ***

.083 ***/n/a

.125 ***

.039 *

(2,275)

(2,307)

(3,074)

(3,074)

Employment deprivation decile (IMD2EmploymentDecile)

.063 **

.073 ***/n/a

.109 ***

.008

(2,275)

(2,307)

(3,074)

(3,074)

Health disability decile (IMD3HealthDisabilitySkillsDecile)

.055 **

.048 */n/a

.098 ***

.016

(2,275)

(2,307)

(3,074)

(3,074)

Education deprivation decile (IMD4EducationDecile)

.056 **

.064 **/n/a

.083 ***

-.019

(2,275)

(2,307)

(3,074)

(3,074)

Housing and services deprivation decile (IMD5HousingAndServicesDecile)

.046 *

.035/n/a

-.024

.059 ***

(2,275)

(2,307)

(.176)

(3,074)

Crime deprivation decile (IMD6CrimeDecile)

.061 **

.040/n/a

.100 ***

.062 ***

(2,275)

(2,307)

(3,074)

(3,074)

Living environment decile (IMD7LivingEnvironmentDecile)

.049 *

.036/n/a

.066 ***

.042 *

(2,275)

(2,307)

(3,074)

(3,074)

UKCAT measures

UKCAT questions skipped/missed (UKCATskipped)

.000

-.015/-.041

-.310 ***

-.005

(3,432)

(2,764/769)

(4,811)

(4,811)

UKCAT percentile day of taking test (UKCATdayOfTakingPctileRank)

-.092 ***

-.059 **/-.018

-.058 ***

-.090 ***

(3,432)

(2,764/769)

(4,811)

(4,811)

UKCAT allowed extra time (UKCATexamSeriesCode)

.007

.014/-.012

.030 *

.004

(3,432)

(2,764/769)

(4,811)

(4,811)

UKCAT school experience of test (UKCATcandPerSchool)

-.029

.038/-.174 ***

-.033 *

-.033 *

(3,295)

(2,630/754)

(4,022)

(4,022)

GCE and SQA results

Three best A-levels (Alevels_TotalBest)

.690 ***

−/−

.088 ***

.177 ***

(2,725)

 

(2,764)

(2,764)

Four best AS-levels (ASlevels_TotalBest)

.605 ***

.416 ***/-

.155 ***

.184 ***

(1,842)

(1,865/-)

(1,877)

(1,877)

Nine best GCSEs (GCSEs_TotalBest)

.600 ***

.293 ***/-

.202 ***

.082 *

(721)

(723/-)

(930)

(930)

Five best Scottish Highers (SQAhighers_TotalBest)

.328 ***

−/−

.040

.003

(715)

 

(769)

(769)

Five best Scottish “Highers Plus” (SQAhighersPlus_TotalBest)

.532 ***

-/.884 ***

.104 **

.137 ***

(682)

(−/730)

(730)

(730)

Best Scottish advanced higher (SQAadvHighers_TotalBest)

.776 ***

-/.249 ***

.118 **

.362 ***

(639)

(−/769)

(681)

(681)

  1. Note: measures in italics are contextual measures, and should be treated with care as they describe the student’s environment rather than the student themselves. Key: * P <.05; ** P <.01; *** P <.001. Correlations with P <.05 are also shown in bold. Names in bold in parentheses are variable names as described in Table 1).