Increasing self-efficacy to improve the transition to university: an Australian case study

Schütze, Heike; Bartyn, Jenna; Tapsell, Amy M

doi:10.1080/0309877x.2020.1826034

Cited by 4 publications

(3 citation statements)

References 34 publications

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“…Some of the issues in navigating large institutions have led to perceived poor advice and difficulty in navigating through university systems ( Tower et al, 2015 ). This means there is a need to develop an understanding of the students’ expectations to facilitate positive learning experiences ( Money et al, 2017 ; Schütze, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Undergraduate nursing students' course expectations, actual experiences, and associated satisfaction levels: A mixed methods survey

Biles

Murphy

Moyo

2022

Teaching and Learning in Nursing

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Section: Introductionmentioning

confidence: 99%

Undergraduate nursing students' course expectations, actual experiences, and associated satisfaction levels: A mixed methods survey

Biles

Murphy

Moyo

2022

Teaching and Learning in Nursing

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“…The first-year student university experience is of upmost importance for students and universities alike as it is inherently linked to student satisfaction, retention, and academic success (Schütze, Bartyn, & Tapsell, 2021). There has long been a concern, however, that A-levels are too narrow a preparation for the de-mands of higher education (Roberts & Higgins, 1992), and with an increasingly diverse student body (Larsen et al, 2021) universities have a shared responsibility to support students in their transition to university education (Nel, Troskie-de Bruin, & Bitzer, 2009).…”

Section: Introductionmentioning

confidence: 99%

Emergency Remote Teaching and Programme Intervention: Towards a Human-Machine Pedagogy Based on Interactive Learning Documents

Stiefenhofer¹,

Xie²,

Wildish-Jones³

2022

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Teaching restrictions, due to the COVID-19 pandemic, have rapidly shifted the global learning environment demanding educators to implement technology-based solutions in their instruction. In this case study, we discuss how Interactive Learning Documents (ILDs), based on R-Markdown and R-Shiny technologies can contribute to building student confidence in their transition from secondary to tertiary education under the conditions of Emergency Remote Teaching. We propose a human-machine based active learning pedagogy to be implemented in a stage one Introductory Statistics course delivered to social science students. Our results show that Interactive Learning Documents contribute to alleviating student's transition to university education. Three factors contribute to this result: 1) ILDs help students reduce statistics anxiety, 2) ILDs help learning by efficiently organising large quantities of complex learning material, and 3) ILDs effectively engage students by providing them with a variety of dynamic interactions with the subject.

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“…It has also been observed that academic skills, confidence, time management [14], independent learning [15], and emotional factors [16] are generally related to the the student's ability to adapt to university [17,18].…”

Section: Introductionmentioning

confidence: 99%

How the Entry Profiles and Early Study Habits Are Related to First-Year Academic Performance in Engineering Programs

et al. 2022

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This paper explores how the entry profiles of engineering students are related to their academic performance during the first year of university in a sample of 255 first-year engineering students (77 females and 178 males) at a university in Northeast Mexico. The predictors used were the high school grade point average (HSGPA), Scholastic Aptitude Test (SAT) results, the first admission test, and a Spanish adaptation of the Survey of Study Habits and Attitudes Test (SSHA) from Brown and Holtzman. The SSHA adaptation was tested for internal consistency reliabilities via Cronbach’s alpha globally (0.92) and for the following categories: delay avoidance (DA: 0.79), work methods (WM: 0.81), teacher approval (TA: 0.89), and educational acceptance (EA: 0.74). The results were compared with those of other studies to validate their consistency. To assess the different entry profiles between high- and low-achieving students, we performed a Kruskal–Wallis test and found significant differences (p < 0.001) between both profiles for all variables. We then measured the relationships between the variables and academic success by constructing a correlation table, where HSGPA, SAT, and DA showed the highest correlations: 0.61, 0.40, and 0.36, respectively. With these outcomes, a predictive model via a logistic regression (R2=0.52) was built to forecast first year academic performance in the specific context.

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Increasing self-efficacy to improve the transition to university: an Australian case study

Cited by 4 publications

References 34 publications

Undergraduate nursing students' course expectations, actual experiences, and associated satisfaction levels: A mixed methods survey

Undergraduate nursing students' course expectations, actual experiences, and associated satisfaction levels: A mixed methods survey

Emergency Remote Teaching and Programme Intervention: Towards a Human-Machine Pedagogy Based on Interactive Learning Documents

How the Entry Profiles and Early Study Habits Are Related to First-Year Academic Performance in Engineering Programs

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