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Variation in transition to university of life science students: exploring the role of academic and social self-efficacy.
- Source :
-
Journal of Further & Higher Education . Dec2020, Vol. 44 Issue 10, p1419-1432. 14p. - Publication Year :
- 2020
-
Abstract
- A mixed-method study was undertaken to investigate factors affecting the transition to university of life sciences students at a research-intensive UK university. Questionnaire responses (N= 234) suggested that undergraduate students tended to agree that they had successfully transitioned to university level study in the first year. However, disproportionately more female students had a definite negative view of their success and this correlated with the lower first-year performance of female BSc Biological Sciences students. Focus groups with second-year female BSc Biological Sciences students revealed that they viewed transition as a period of great academic and social change. Through the lens of a transition model developed from Bean and Eaton's model of student retention, it was seen that both academic and social self-efficacy were important in facilitating transition, and were greatly aided by academic and social relationships with peers and academics. The timing of self-reported successful transition varied between students, with some students not transitioning academically and/or socially until the second year. Recommendations are that student academic self-efficacy should be promoted through helping students gain the necessary academic toolkit. Tutorials, peer-led sessions together with more social events could increase social self-efficacy and warrants further research. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0309877X
- Volume :
- 44
- Issue :
- 10
- Database :
- Academic Search Index
- Journal :
- Journal of Further & Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- 146906540
- Full Text :
- https://doi.org/10.1080/0309877X.2019.1690642