Supporting students' transition to higher education
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 17 July 2020
Issue publication date: 4 May 2021
Abstract
Purpose
The purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.
Design/methodology/approach
A qualitative content analysis was done of 190 reflective journals written by first-year university students.
Findings
The main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.
Practical implications
This study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.
Originality/value
This study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.
Keywords
Acknowledgements
Funding: This study was supported by The Society of Swedish Literature in Finland (SLS).
Citation
Perander, K., Londen, M. and Holm, G. (2021), "Supporting students' transition to higher education", Journal of Applied Research in Higher Education, Vol. 13 No. 2, pp. 622-632. https://doi.org/10.1108/JARHE-01-2020-0005
Publisher
:Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited