A framework for transition: supporting 'learning to learn' in higher education

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Measuring students’ transition into university and its association with learning outcomes (2012, methodology): “Wingate ( 2007 ) proposed a framework for first-year students’ learning, including the corresponding objectives, agents and methods for four different contexts (pre-induction course, induction course, personal tutorial and classroom).”
Bridging the gap: supporting student transitions into higher education (2010, background): “Studies suggest that in post‐1992 universities there was less social engagement (Yorke and Longden 2007 ) and a lack of social integration (Wingate 2007 ), resulting in a negative experience for some students.”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “…to be a stressful and emotional experience (Christie et al., 2008; Gibney et al., 2011; Tinto, 1982, 1993), as they struggle to cope with a learning environment that demands higher levels of autonomy, initiative, and self-regulation (Brinkworth et al., 2009; Hussey and Smith, 2010; Wingate, 2007).”