A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance
By Sanne G. A. van Herpen, Marieke Meeuwisse, W. Hofman, S. Severiens. Studies in Higher Education, 2020
109 citations recorded by the source corpus.
ABSTRACT Given the challenging transition from secondary school into higher education, this quasi-experimental study measured the effects of a pre-academic programme (i.e. before starting at university) on student–faculty interactions, student–peer interactions, sense of belonging, and first-year academic performance. Fifty-eight first-year students participated in a pre-academic programme (i.e. the experimental group) focused on changing their perceptions of effective learning behaviour to enhance high-quality interaction with peers and faculty, their sense of belonging, and academic performance. A control group comprised 237 first-year students who did not attend the programme. Participation in the programme enhanced formal student–faculty and student-peer interactions, as well as informal student-peer interactions. No effect was found on sense of belonging. Furthermore, participation in the programme enhanced students’ attained grade during the first course and enhanced their first-year cumulative GPA. The results suggest that participation in the pre-academic programme could give students a head start in higher education.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/d58794a88af4aee558306a51563161f75354cfcf
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Citations in the corpus
- Student mental health and transitions into, through and out of university: student and staff perspectives (2021, background): “Further, students have described the transition to university as a ‘loss experience’ – feeling a loss of their former identities, former social networks and even a sense of place, with subsequent challenges related to developing a new identity (Scanlon, Rowling, and Weber 2007; Herpen et al. 2020).”