Measuring the beginning
A Quantitative Study of the Transition to Higher Education
Datos Bibliográficos
| ID | 4096915 |
|---|---|
| Autores | Simon Brooman (0000-0002-8749-7384, Liverpool John Moores University, autor de correspondencia), Sue Darwent (Liverpool John Moores University) |
| Año | 2014 |
| Volumen | 39 |
| Número | 9 |
| Páginas | 1523-1541 |
| Fecha de publicación | 2014-10-21 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2013.801428 |
| OpenAlex | W2017147628 |
| Idioma | EN |
| Citas recibidas | 32 |
| Referencias citadas | 29 |
This quantitative study measures change in certain factors known to influence success of first-year students during the transition to higher education: self-efficacy, autonomous learning and social integration. A social integration scale was developed with three subscales: ‘sense of belonging’, ‘relationship with staff’ and ‘old friends’. Students responded to this and existing scales measuring self-efficacy and autonomous learning, before and after participating in transition activities including a group-work poster project. The authors discuss positive outcomes regarding a sense of belonging and how the authors' expectations in other areas such as self-efficacy were not met. The importance of early contact with academic staff and small-group work is confirmed. Tinto's assertions on pre-existing relationships are challenged. The authors suggest that further investigation might prevent a ‘scattergun’ approach to transition based upon superficial understanding of outcomes. They discuss potential models for transition design and support a ‘longer’ process with several opportunities for student engagement in success factor development
Higher education · Pedagogy · Political science · Self-efficacy · Social integration · Sociology · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Higher Education Research Studies · Psychology · Social Psychology
How do they find their place? A typology of students' enculturation during the first year at a business school
The social experience of volunteering for young adult volunteers
Factors supporting the engagement of first-semester students in teacher education
Predicting Academic Self-Efficacy Based on Self-Directed Learning and Future Time Perspective
Understanding academic transition and self-regulation
Student transition into higher education
Exploring Learning for On-Campus Students Transitioning to Online Learning during the Covid-19 Pandemic
The Role of Self-Efficacy, Motivation, and Connectedness in Dropout Intention in a Sample of Italian College Students
Students’ sense of belonging and their socio-economic status in higher education
Risk-Taking, Social Support, and Belongingness Contribute to the Risk for Cannabis Use Frequency in University Students
When the only thing familiar is the moon – initial transitions of Indian, Pakistani and Nigerian students into UK HE
Debunking the myth of high achievers in Finnish primary teacher education
Educate – mentor – nurture
First-year students’ social adjustment process in professional higher education
Fostering sense of belonging at universities
A Game Plan to Support First‐Year Students in Higher Education
Gender difference in the relationship between academic self‐efficacy, personal growth initiative, and engagement among Turkish undergraduates
Student’s reported satisfaction at University
Influence of entry pathway and equity group status on retention and the student experience in higher education
Storying student belonging in UK higher education
Facilitating the transition from being a geography student to becoming a geographer in Spain
Understanding the Impact of Social and Academic Factors on Sense of Belonging in Higher Education
Identifying opportunities and gaps in current evaluation frameworks – the knowns and unknowns in determining effective student engagement activity
First-year academic achievement
A new framework for the design and evaluation of a learning institution's student engagement activities
Early dropout predictors in social sciences and management degree students
Are local students disadvantaged? Understanding institutional, local and national sense of belonging in higher education
Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education
A head start in higher education
Entrepreneurial intention and obstacles of undergraduate students
Does entrepreneurship education in the first year of higher education develop entrepreneurial intentions? The role of learning and inspiration
It all just clicked
Confirmatory factor analysis of the General Self-Efficacy Scale
Improving student engagement
Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students
Self-Efficacy Beliefs in Academic Settings
Relation of self-efficacy beliefs to academic outcomes
Self-Efficacy and Academic Motivation
Self-Efficacy
Sample size in factor analysis.
Should student learning journals be assessed
Relationships Between Self-Efficacy, Coping and Student Retention
An Institutional Response to Changing Student Expectations and their Impact on Retention Rates
Improving the Retention of Students from Lower Socio-economic Groups
Yes, as the articles suggest, I have considered dropping out
Betwixt spaces
The development of a brief measure of learner autonomy in university students
How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning
The Potential for Autonomy in Learning
| Obras citantes distintas | 32 |
|---|---|
| Citas por año | 3,2 |
| Intervalo de citas | 2016 - 2025 (10) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 29 |