A head start in higher education
The Effect of a Transition Intervention on Interaction, Sense of Belonging, and Academic Performance
Bibliographic Data
| ID | 4896697 |
|---|---|
| Authors | Sanne G A Van Herpen (0000-0003-1959-6126, Risbo, Erasmus University Rotterdam, Rotterdam, the Netherlands, corresponding author), Marieke Meeuwisse (0000-0002-4930-9581, Erasmus University Rotterdam), Rijcklof Hofman (0000-0002-4716-3136, University of Groningen), W H Adriaan Hofman (University of Groningen), Sabine E Severien (0000-0003-2207-3238, Erasmus University Rotterdam) |
| Year | 2020 |
| Volume | 45 |
| Issue | 4 |
| Pages | 862-877 |
| Publication date | 2020-04-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2019.1572088 |
| OpenAlex | W2908526748 |
| Language | EN |
| Citations received | 47 |
| References cited | 51 |
Given the challenging transition from secondary school into higher education, this quasi-experimental study measured the effects of a pre-academic programme (i.e. before starting at university) on student–faculty interactions, student–peer interactions, sense of belonging, and first-year academic performance. Fifty-eight first-year students participated in a pre-academic programme (i.e. the experimental group) focused on changing their perceptions of effective learning behaviour to enhance high-quality interaction with peers and faculty, their sense of belonging, and academic performance. A control group comprised 237 first-year students who did not attend the programme. Participation in the programme enhanced formal student–faculty and student-peer interactions, as well as informal student-peer interactions. No effect was found on sense of belonging. Furthermore, participation in the programme enhanced students’ attained grade during the first course and enhanced their first-year cumulative GPA. The results suggest that participation in the pre-academic programme could give students a head start in higher education
Academic achievement · Higher education · Mathematics education · Medical education · Pedagogy · Peer group · Political science · Student engagement · Educational Environments and Student Outcomes · Higher Education Practises and Engagement · Higher Education Research Studies · Medicine · Psychology · Social Psychology
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Unpacking the Dynamics of Pre-Service Teachers’ Attitudes Toward the Teaching Profession, Belonging, and Knowledge Sharing in an Underexplored Context
Current Interventions for the Digital Onboarding of First-Year Students in Higher Education Institutions
Permanência na educação superior
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Examining Black and Latine Students’ Sense of Belonging within the Mathematics Classroom
Sense of belonging and professional identity in first year students’ peer networks
Applying the Rasch model to analyze the effectiveness of education reform in order to decrease computer science students’ dropout
A study protocol for a non-randomised evaluation of a growth-based career construction psychosocial intervention for higher education students
Boosting students’ reflection on English learning in the Vietnamese context
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The impact of cMooc learners’ interaction on content production
Thriving through transitioning
Mapping the invisible helpers
First-year students’ sense of belonging in higher education
‘I was involved as an equal member of the community’
University students’ interpretations of study-related peer sociality
Overcome fear
Extended Complicated Punishment
A Game Plan to Support First‐Year Students in Higher Education
Teacher–student relationships and academic adaptation in college freshmen
Social support, self‐efficacy, self‐esteem, and well‐being during Covid ‐19 lockdown
A Scoping Review of Social Belonging Interventions in Higher Education
Do students need more information to leave the beaten paths? The impact of a counseling intervention on high school students’ choice of major
Influence of equity group status and entry pathway on academic outcomes in higher education
Understanding the Impact of Social and Academic Factors on Sense of Belonging in Higher Education
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First-year academic achievement
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Fair enough?! Investigating the specific challenges of diverse university first-year students
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Belonging' within White male-dominated sports business management programmes
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Completing College
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups
Academic self-efficacy and first year college student performance and adjustment.
Sense of Belonging and Persistence in White and African American First-Year Students
Transformational Teaching
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students
Student–Faculty Interaction in Research Universities
Teacher–student relationship at university
The Strengths and Difficulties Questionnaire
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Future Orientation in the Self‐System
‘You don't have like an identity … you are just lost in a crowd’
Navigating change
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Communication Theory as a Field
The Importance of Friends
Student retention in higher education
Performance Funding in Higher Education
Possible selves and academic outcomes
A question of belonging
Understanding the early transition needs of diverse commencing university students in a health faculty
It was nothing to do with the university, it was just the people
A comparison of ethnic minority and majority students
Betwixt spaces
Framing student engagement in higher education
It all just clicked
Measuring the beginning
Leaving university early
The Challenge of Summer Bridge Programs
Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging
| Unique citing works | 47 |
|---|---|
| Citations per year | 7,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 41 |