Publication

A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance

van 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 journalArticleAcademicpeer-review

APA

van Herpen, S. G. A., Meeuwisse, M., Hofman, W. H. A., & Severiens, S. E. (2020). A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance. Studies in Higher Education, 45(4), 862-877. https://doi.org/10.1080/03075079.2019.1572088

Author

van Herpen, Sanne G. A. ; Meeuwisse, Marieke ; Hofman, W. H. Adriaan ; Severiens, Sabine E. / A head start in higher education : the effect of a transition intervention on interaction, sense of belonging, and academic performance. In: Studies in Higher Education. 2020 ; Vol. 45, No. 4. pp. 862-877.

Harvard

van Herpen, SGA, Meeuwisse, M, Hofman, WHA & Severiens, SE 2020, 'A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance', Studies in Higher Education, vol. 45, no. 4, pp. 862-877. https://doi.org/10.1080/03075079.2019.1572088

Standard

A head start in higher education : the effect of a transition intervention on interaction, sense of belonging, and academic performance. / van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.

In: Studies in Higher Education, Vol. 45, No. 4, 02.04.2020, p. 862-877.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

van Herpen SGA, Meeuwisse M, Hofman WHA, Severiens SE. A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance. Studies in Higher Education. 2020 Apr 2;45(4):862-877. https://doi.org/10.1080/03075079.2019.1572088


BibTeX

@article{7875f93d45c24ee79eccbbf88478475c,
title = "A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance",
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.",
keywords = "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",
author = "{van Herpen}, {Sanne G. A.} and Marieke Meeuwisse and Hofman, {W. H. Adriaan} and Severiens, {Sabine E.}",
year = "2020",
month = "4",
day = "2",
doi = "10.1080/03075079.2019.1572088",
language = "English",
volume = "45",
pages = "862--877",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "4",

}

RIS

TY - JOUR

T1 - A head start in higher education

T2 - the effect of a transition intervention on interaction, sense of belonging, and academic performance

AU - van Herpen, Sanne G. A.

AU - Meeuwisse, Marieke

AU - Hofman, W. H. Adriaan

AU - Severiens, Sabine E.

PY - 2020/4/2

Y1 - 2020/4/2

N2 - 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.

AB - 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.

KW - First-year student

KW - student transition

KW - interaction

KW - sense of belonging

KW - academic performance

KW - STUDENT-FACULTY INTERACTION

KW - AFRICAN-AMERICAN

KW - POSSIBLE SELVES

KW - SELF-EFFICACY

KW - UNIVERSITY

KW - IMPACT

KW - ACHIEVEMENT

KW - PERSISTENCE

KW - INTEGRATION

KW - VARIABLES

U2 - 10.1080/03075079.2019.1572088

DO - 10.1080/03075079.2019.1572088

M3 - Article

VL - 45

SP - 862

EP - 877

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 4

ER -

ID: 56667087