S ummary . In Belgium, the success rates of freshmen in higher education are relatively low. To understand this phenomenon a structural model for individual differences in study success and progress is suggested. Starting from the theory that studying is the integration of thinking and learning on the basis of motivation, a content valid study‐skill test was designed as an imitation of the situation of a first year student and applied to a group of 161 freshmen in psychology at the University of Leuven. In connection their curriculum completed in high school was registered. PC‐LISREL was used to evaluate the model. It explains 51 per cent of the variance in success and progress in higher education. The model reveals the importance of domain‐specific prior knowledge and intrinsic motivation. The latent variable goal‐oriented restructuring in studying (measured by analyse, synthesise and long‐term expertise) seems to be very substantial, not only because of its direct effect on success and progress in higher education, but also as an intermediate variable in the process of studying. The study‐skill test generates decisive diagnostic information to be used by future students in their process of vocational choice.
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Minnaert et al. (1992) studied this question.