Supporting students' transition to higher education

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Purpose - The purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.

Design/methodology/approach - Aqualitative content analysis was done of 190 reflective journals written by first-year university students.

Findings - The main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding selfregulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.

Practical implications - This study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.

Originality/value - This study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.

Original languageEnglish
JournalJournal of Applied Research in Higher Education
Number of pages11
ISSN2050-7003
DOIs
Publication statusPublished - 20 Jul 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Intervention
  • Higher education
  • First-year students
  • Self-regulated learning
  • QUALITATIVE CONTENT-ANALYSIS
  • SELF-REGULATED LEARNER
  • ACADEMIC PROCRASTINATION
  • COLLEGE-STUDENTS
  • EFFICACY
  • PERFORMANCE
  • MOTIVATION
  • FRAMEWORK
  • AWARENESS

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