Transitions to higher education

Noyens, Dorien; Donche, Vincent; Coertjens, Liesje; Petegem, Peter Van

doi:10.4324/9781315617367-2

Cited by 19 publications

(16 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, this is far from simple. As preparatory study to enter university have diversified (Noyens et al 2017) so has the multidimensional nature of the transition into higher education with stratified experiences, entry characteristics, expectations and abilities all affecting the trajectory of each student. The decision around whether to go to university is described in a UK report from the Higher Education Policy Institute as a 'critical moment' (HEPI 2017, 3) for individuals.…”

Section: Introductionmentioning

confidence: 99%

Do educational experiences in school prepare students for university? A teachers’ perspective

Money

Nixon

Graham

2019

Journal of Further and Higher Education

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Do educational experiences in school prepare students for university? A teachers’ perspective

Money

Nixon

Graham

2019

Journal of Further and Higher Education

View full text Add to dashboard Cite

show abstract

“…The transition to university is challenging for many students and even the most successful students experience this transition as difficult (Coertjens et al, 2017;Collings et al, 2016;Noyens et al, 2017;O'Keeffe, 2013;Putwain and Sander, 2016;Raidal and Volet, 2009;Xuereb, 2014). There is evidence that especially the first study year is critical (Brinkworth et al, 2009).…”

mentioning

confidence: 99%

Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

Räisänen¹,

Postareff

Mattsson³

et al. 2018

Active Learning in Higher Education

View full text Add to dashboard Cite

This study examines the profiles of self-regulation of learning, peer learning and peer support among students. The study investigates whether the profiles differ in terms of reported study-related exhaustion. Students completed a questionnaire regarding their use of self-regulation of learning and peer learning and perceived peer support and study-related exhaustion. Four different student profiles were found. The profiles differed in terms of self-reported study-related exhaustion. Self-regulated students with a low level of peer learning and low perceived value of peer support reported the lowest levels of study-related exhaustion, whereas students with self-regulation problems, a high level of peer learning and high perceived value of peer support reported the highest levels of study-related exhaustion. The results showed that problems in self-regulation were positively related to self-reported study-related exhaustion. Identifying different student profiles helps to recognise students who may need more support in studying.

show abstract

“…Further investigation of diversity as a student characteristic as well as a characteristic of the institutional context and the organisation is therefore needed. • Second, the research approaches are fragmented due to the distinct perspectives on diversity at the different levels of the HE system (Bosse, 2015), resulting in difficulties to integrate findings from these different levels and to discuss practical implications (Noyens, Donche, Coertjens, & van Petegem, 2017). • Third, it is not yet clear how new/advanced methodologies can address the analyses of the different levels of the HE system not only one layer at a time but instead to integrate these multiple, nested layers.…”

Section: Different Approaches To Diversity In the Transition Into Hementioning

confidence: 99%

“…Complex methods, such as multi-level analysis, mixed methods or social network analysis may therefore provide new insights. Furthermore, transition is not a state but a process (Tett, Cree, & Christie, 2017) and thus requires longitudinal approaches alongside analysis of personal and situational states to properly investigate the role of diversity (Brouwer, Jansen, Krijnen, & Warrens, 2021;Noyens et al, 2017).…”

Section: Different Approaches To Diversity In the Transition Into Hementioning

confidence: 99%

From Micro to Macro

Clercq

Jansen

Brahm

et al. 2021

FLR

View full text Add to dashboard Cite

Transition into higher education (HE) remains at the forefront of policy and practice in education worldwide (Gale & Parker, 2014). Transition as a process (Nicholson, 1990) in which individuals move from one stage to another may cause stress and discomfort that possibly lead to negative outcomes. Transition into HE is a particularly challenging process for the student due to a large variety of difficulties and requirements which could impede study success (Trautwein & Bosse, 2017). Moreover, increasing student numbers and diversity in European HE have reinforced concerns about study success in general and the successful transition to university in particular (Abbott-Chapmann, 2006, 2011; Vossensteyn et al., 2015; Wolter, 2013). Consequently, it is important to further develop our understanding of factors that can contribute to a successful and less stressful transitions into higher education for a diverse student body. In this special issue, we go beyond considering individual factors, such as student characteristics (micro level). In addition to student diversity, we investigate the impact of the learning environment/ institution (meso level) and national educational policies (macro level). Each study contributes to this endeavour by connecting two of the three levels of higher education.

show abstract

Transitions to higher education

Cited by 19 publications

References 1 publication

Do educational experiences in school prepare students for university? A teachers’ perspective

Do educational experiences in school prepare students for university? A teachers’ perspective

Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

From Micro to Macro

Contact Info

Product

Resources

About