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Supporting students' transition to higher education

Supporting students' transition to higher education 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/approachA qualitative content analysis was done of 190 reflective journals written by first-year university students.FindingsThe 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 self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.Practical implicationsThis 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/valueThis 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Supporting students' transition to higher education

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2050-7003
DOI
10.1108/jarhe-01-2020-0005
Publisher site
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Abstract

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/approachA qualitative content analysis was done of 190 reflective journals written by first-year university students.FindingsThe 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 self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.Practical implicationsThis 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/valueThis 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.

Journal

Journal of Applied Research in Higher Education – Emerald Publishing

Published: May 4, 2021

Keywords: Intervention; Higher education; First-year students; Self-regulated learning

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