Pre-university prepared students: a programme for facilitating the transition from secondary to tertiary education

McPhail, Ruth

doi:10.1080/13562517.2015.1062360

Cited by 19 publications

(6 citation statements)

References 28 publications

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“…The expectations of first-year students are becoming more widely researched and understood. Yet there are fewer studies about how well they feel prepared to the transition from secondary school to the tertiary learning environment (McPhail, 2015) and what is their first-year study experience of improving academic success and engagement (Kift, Nelson, & Clarke, 2010).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing the First Year Students’ Adaptation to Natural Science Studies in Higher Education

Birziņa

Cēdere

Petersone

2019

JBSE

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The mass-approach in higher education promotes the broadening of students’ number and diversity therefore the question about the young people’s readiness to adapt to studies becomes more and more topical. Students who enrol in the natural science faculties of the University of Latvia (UL) are motivated and have high assessment in biology and chemistry as school subjects. However, the studies already during the 1st term prove that students encounter problems to get adjusted to the study process. In order to find out the key factors that determine the adaptation of the first-year students to studies, an e-questionnaire was developed and 79 students from the Faculty of Chemistry and Faculty of Biology were surveyed. Institutional and personal factors that are focused on the application of transferable skills are mainly those that affect the students’ adaptation in the first term of studies. At the same time such issues of the academic factor as students’ prior knowledge in biology, chemistry, physics and mathematics and their skill to learn independently are intrinsic for students’ successful studies. Key words: adaptation to studies, first year natural science students, institutional, personal and academic factors, transferable skills.

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Section: Introductionmentioning

confidence: 99%

Factors Influencing the First Year Students’ Adaptation to Natural Science Studies in Higher Education

Birziņa

Cēdere

Petersone

2019

JBSE

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“…This aligns with the “competence” aspect of self-determination theory, which has been found to be a strong predictor for students' positive emotions in COVID-19 times (Holzer et al, 2021). Typically, new first-year undergraduate students can struggle to adapt to the academic expectations of university, and often have difficulties grappling with the structure, independence, and content of university-level learning (McPhail, 2015; Scutter et al, 2011; Smith & Wertlieb, 2005). Experiences of pretertiary teaching and learning can form the basis for expectations about university (Leese, 2010; Robinson et al, 2013), which can provide students with a sense of capability.…”

Section: Consideration 1: (Re)acclimatizing To Studyingmentioning

confidence: 99%

Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

Pownall

Harris

Blundell-Birtill

2021

Psychology Learning & Teaching

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As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the “Five Sense of Student Success” model to highlight five key evidence-based, psychology-informed considerations that higher education educators should be attentive to when preparing for the next academic year. These include the challenge in helping students to reacclimatize to academic work following a period of prolonged educational disruption, supporting students to access the “hidden curriculum” of higher education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based, psychology-informed recommendations to each of these considerations.

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“…The debriefing activity is given to students at the end of the ninth-grade semester. This, of course aims to be an essential part as the beginning of preparing for the transition period of student life from high school to college (McPhail, 2015). Thus, the academic performance of students in high school can be at a level above average.…”

Section: Teacher Rolementioning

confidence: 99%

The Teacher Role Guiding Students Entering Higher Education

Kusmiarso

Suryadi

Zulaikha

2021

AIJP

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The uptake of students in state universities is the responsibility of teachers and schools in guiding them. Therefore, the purpose of the study was to find information related to teacher guidance for students to enter college. The research approach is qualitative through a survey. Data were collected through interviews, documents, and questionnaires. The data analysis process includes data collection, data reduction, data display, and conclusion. The results showed that the data on student absorption in higher education during the last two years had increased. It provides an overview of the leading role of teachers in guiding students to enter college. From the questionnaire data, it can be seen that the data results support the increase in the number of students entering higher education. The results of this study can also be used as a reference for schools in developing guidance programs for students entering college.

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Pre-university prepared students: a programme for facilitating the transition from secondary to tertiary education

Cited by 19 publications

References 28 publications

Factors Influencing the First Year Students’ Adaptation to Natural Science Studies in Higher Education

Factors Influencing the First Year Students’ Adaptation to Natural Science Studies in Higher Education

Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

The Teacher Role Guiding Students Entering Higher Education

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