Transitions into Higher Education: Gendered implications for academic self-concept

By C. Jackson. 2003

98 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/b2b3c9a879e54872a40bfef2821597d93f5a9a8d

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In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

‘A real rollercoaster of confidence and emotions’: learning to be a university student (2008, methodology): “In this model, learning is a process of identity formation which is inherently risky and uncertain (Gallacher et al. 2002; Jackson 2003).”
‘I sat back on my computer … with a bottle of whisky next to me’: constructing ‘cool’ masculinity through ‘effortless’ achievement in secondary and higher education (2009, background): “Approximately two-thirds of the HE interviewees ( n = 15) constructed a dichotomy in which female undergraduates were portrayed as concerned about their achievements, focused upon their academic work, and well-organised, while males were described as being casual, disorganised, and prone to leave t”
Neurodiversity in higher education: a narrative synthesis (2020, background): “The transition to HE is challenging for most students (Jackson 2010), but as Vincent et al. (2017) highlight, the perceived sense of difference which is a prominent part of the self-concept of neurodiverse students, makes their transition overwhelmingly challenging.”
Achievements and self-concepts in a comparison of math and science: exploring the internal/external frame of reference model across 28 countries (2008, background): “The moderators may include country, classrooms, and gender (eg, Cheng etal, 1998 ; Jackson, 2003 ; Wastlund etal, 2001 ).”
Student engagement evidence summary (2010, background): “3 Engagement requires successful transition ‘Becoming a student’ and developing an identity as a student is a prerequisite for successful engagement (Crossan et al., 2003; Gallacher et al., 2002; Jackson, 2003; Kuh et al., 2005; Krause and Coates, 2008) and developing a sense of belonging to the uni”
Transitions in higher education (2010, background): “A student who has been at the top of their class at secondary school may feel their confidence ebbing away as they become immersed in a bright cohort at university (Jackson, 2003).”
Scaffolding students' transition to higher education: parallel introductory courses for students and teachers (2008, background): “The transition can even be seen as a life’s passage, which has to do with a change in identity (Terenzini et al. 1996; cf. Jackson 2003).”