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Students’ experiences during their first year of higher education affect study pace, retention and graduation. The aim of this study was to examine how students describe and perceive their studying and academic emotions during the first semester of higher education in order to analyse the interplay of different factors affecting student learning. The students participated in a compulsory study skills course, and wrote about their study experiences in reflective journals (N = 190) that were analysed qualitatively. Reflective journals have been rarely used in previous research on first year studies. The journals allow students to write about their experiences as a whole, and provide a broad and in-depth picture of students’ perceptions of their study habits and learning in higher education. Our results revealed that students’ academic emotions were profoundly affected by their self-regulated learning skills. Moreover, the study showed how self-regulated learning and academic emotions were tightly intertwined. In order to enhance student learning both self-regulated learning and academic emotions need to be considered in university teaching, and when universities plan the first year for new students.

PurposeThe purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.Design/methodology/approachA qualitative content analysis was done of 190 reflective journals written by first-year university students.FindingsThe main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.Practical implicationsThis study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.Originality/valueThis study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.

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