A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performancevan Herpen, S. G. A., Meeuwisse, M., Hofman, W. H. A. & Severiens, S. E., 2-Apr-2020, In : Studies in Higher Education. 45, 4, p. 862-877 16 p.
Research output: Contribution to journal › Article › Academic › peer-review
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.
|Number of pages||16|
|Journal||Studies in Higher Education|
|Early online date||31-Jan-2019|
|Publication status||Published - 2-Apr-2020|
- First-year student, student transition, interaction, sense of belonging, academic performance, STUDENT-FACULTY INTERACTION, AFRICAN-AMERICAN, POSSIBLE SELVES, SELF-EFFICACY, UNIVERSITY, IMPACT, ACHIEVEMENT, PERSISTENCE, INTEGRATION, VARIABLES