Do First-Year College Students' Expectations Align with their First-Year Experiences?

Smith, Joshua S.; Wertlieb, Ellen C.

doi:10.2202/0027-6014.1470

Cited by 30 publications

(9 citation statements)

References 9 publications

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“…Drawing from literature on university students' expectation and experience, it is evident that there is a mismatch between students' pre-university expectations and actual experience (Smith & Wertlieb, 2005). However, this study examines the extent of the gaps between students' pre-university expectation and their actual university experience.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Additionally, such knowledge can inform effective and appropriate first-year support initiatives. A number of studies have revealed that an awareness of student expectations can reduce students' psychological stress (James, 2002); improve academic performance (Smith & Wertlieb, 2005); encourage social relations and integration (Bean & Eaton, 2001); and improve students' sense of belonging or sense of community (Thomas, 2012;Tinto, 1995). In this regard, it becomes imperative that universities re-evaluate intervention mechanisms to ensure that students' experiences are aligned to their expectations, thereby fostering success through access.…”

Section: Introductionmentioning

confidence: 99%

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The Mismatch between First-Year Students’ Expectations and Experience alongside University Access and Success: A South African University Case Study

Pather¹,

Dorasamy²

2018

JSAA

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The widening of access into higher education institutions in South Africa has rapidly transformed the student population to become more diverse. Students vary in age, race, culture, backgrounds, educational experiences, academic potential and university expectations. Widening university access with the commensurate need for success requires intervention mechanisms to ensure university management addresses student challenges, especially at first-year undergraduate level. Access and success cannot be achieved without understanding students' university expectations and experiences, as these are critical factors that are integrated with retention and success. This paper examines the gap between students' expectation and experience and argues that the intensity of such a gap can negatively impact the goal of achieving access and success amongst students from diverse backgrounds. The study utilised a pre-and post-survey to collect quantitative data from 95 first-year teacher education students at a university of technology in South Africa. The results indicate that there is a significant gap between students' expectations and their actual university experience with regard to the following indicators: social engagement, academic engagement and seeking academic support. It is posited that such a mismatch between students' university expectations and experience can result in students feeling disconnected to the institution, which could lead to academic failure and high drop-out rates. This study recommends that an intentionally planned first-year experience programme is required to entrench a more inclusive and sustainable first-year experience for 'all students' which could close the gap between students' expectation and experience and access and success.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Mismatch between First-Year Students’ Expectations and Experience alongside University Access and Success: A South African University Case Study

Pather¹,

Dorasamy²

2018

JSAA

View full text Add to dashboard Cite

show abstract

“…Students often retain high expectations regarding instructor availability and opportunities to receive personalized feedback (20, 21), although these expectations may be considered impractical to course instructors (21). Furthermore, students who enter college with unrealistic academic expectations are more likely to achieve lower grades than students with more realistic expectations (22). These studies highlight the potential disconnect between student and instructor expectations, the association between student expectations and student success, and the need for further research characterizing student expectations regarding course activities, particularly among students entering their first year of college.…”

Section: Introductionmentioning

confidence: 99%

First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology

Brown

Brazeal

Couch

2017

J Microbiol Biol Educ.

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National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses.

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“…According to previous findings, in most cases, students' (especially freshmen's) expectations regarding their university did not coincide with what they experienced (25,26). Students' academic and social experiences in the university made them conclude that their expectations were unreal and that they could not be met (25,26).…”

Section: Discussionmentioning

confidence: 79%

Relationship between Students’ Attitudes Toward Their University and Academic Burnout: Examining the Mediating Role of Academic Procrastination

Enayati¹,

Fatemeh²

2017

Strides Dev Med Educ

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Do First-Year College Students' Expectations Align with their First-Year Experiences?

Cited by 30 publications

References 9 publications

The Mismatch between First-Year Students’ Expectations and Experience alongside University Access and Success: A South African University Case Study

The Mismatch between First-Year Students’ Expectations and Experience alongside University Access and Success: A South African University Case Study

First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology

Relationship between Students’ Attitudes Toward Their University and Academic Burnout: Examining the Mediating Role of Academic Procrastination

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