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

The first-year university experience is inherently linked to student satisfaction, retention and academic success. A sense of academic preparedness can enhance the first-year transition experience. Subjects designed to assist students to transition to university can improve the transition experience...

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Published in:Journal of further and higher education Vol. 45; no. 6; pp. 845 - 856
Main Authors: Schütze, Heike, Bartyn, Jenna, Tapsell, Amy
Format: Journal Article
Language:English
Published: Abingdon Routledge 03.07.2021
Taylor & Francis Ltd
Subjects:
Academic acculturation
Academic Achievement
Acculturation
College Credits
College Freshmen
Educational Environment
educational research
Experiential Learning
first year transition
Foreign Countries
Interdisciplinary Approach
Interdisciplinary aspects
Knowledge Level
Late Adolescents
Learning Activities
Program Effectiveness
Scaffolding (Teaching Technique)
Self Efficacy
Skill Development
Student Adjustment
student experience
Student Satisfaction
Students
Transitional Programs
Universities
university transition
Australia
ISSN:0309-877X, 1469-9486
Online Access:Get full text
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Summary:The first-year university experience is inherently linked to student satisfaction, retention and academic success. A sense of academic preparedness can enhance the first-year transition experience. Subjects designed to assist students to transition to university can improve the transition experience; however, there is very limited evidence of their successful implementation in Australia. An interdisciplinary credit-bearing subject underpinned by the Learning by Doing Approach and the Theory of Self-efficacy, was developed and implemented in an Australian university. Students' baseline (pre-test) and follow-up (post-test) survey responses on their self-perceived levels of knowledge and confidence in academic skills were compared to test for significant differences. Students reported greater knowledge and confidence with regards to the academic skills required for university. The subject's highly scaffolded nature ensured students actively engaged in individual and collaborative activities that allowed them to learn as they constructed knowledge. As students learnt new skills in a supportive learning environment, they incorporated these skills into their learning and utilised them in their other subjects, which increased their confidence and self-efficacy. Similar interdisciplinary credit-bearing transition subjects may be beneficial in other universities to help support students transitioning to university. Longitudinal research is required to determine the effectiveness on academic outcomes and retention.
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ISSN:0309-877X
1469-9486
DOI:10.1080/0309877X.2020.1826034