Deciphering the sophomore slump: changes to student perceptions during the undergraduate journey

Abstract

The second year of university is little-researched, despite being a focal point for declining performance, persistence and satisfaction. It is important to establish appropriate methods for studying this 'sophomore slump' and to pinpoint specific antecedents from broad domains noted in literature (e.g. students' social integration, perceptions of the curriculum). Using a novel methodology, 166 undergraduates were surveyed in successive years of study to derive a gold standard 'within-subjects' data sample. Under a replicated design, a 'between-subjects' sample of over 1000 students completed the same e-survey just once, in year one, two or three. Quantitative comparison of the responses across years showed over 85% agreement between samples. This endorses between-subject approaches (i.e. simultaneously surveying students from different years) to facilitate rapid interventions that benefit students before they graduate. In terms of detailed findings, year two saw positive trends in students' academic engagement (e.g. selfreported independent study time), social integration (e.g. feeling accepted, involvement in extra-curricular activities), and views on teaching staff (e.g. approachability). Although appraisals remained broadly favourable there was, in contrast, significant deterioration in global perceptions of the learning atmosphere (e.g. course enjoyment), as well as specific elements of the teaching provision (e.g. contact hours, feedback). Notably, there appeared to be little progression in students' academic self-perceptions (e.g. confidence to make presentations, enter class debates). Year two also saw increased thoughts of drop-out. These results highlight the unique character of the second year at university and indicate potential target areas for enhancing this phase of the undergraduate journey.

Student perceptions and performance in a traditional, flipped classroom, and online introductory soil science course

“…While some have proposed the sophomore slump may be due to a decreased sense of connection (Graunke & Woosley, 2005) or reduced motivation (Pattengale & Schreiner, 2000), there could be several interacting factors complicating the sophomore slump (Webb & Cotton, 2019). For example, Webb and Cotton (2019) successively surveyed 166 undergraduates in a public university in southern England, and reported that while there were positive trends in students' academic engagement, social integration, and views on teaching staff during the sophomore stage of students' education, there were significant declines in the perception of learning atmospheres, particularly course enjoyment, as well declines in the perception of teaching provisions, such as professor feedback. In this study, the sophomores were less engaged than freshmen, juniors, and seniors based on their response to question 20.…”

“…Lastly, student perception and performance may be influenced by class standing. For example, some have reported that college sophomores (i.e., second year) can exhibit a decreased sense of connection (Graunke & Woosley, 2005) or reduced motivation (Pattengale & Schreiner, 2000), which can change their perceptions of college (Webb & Cotton, 2019). Thus, further studies investigating and comparing student perceptions to, and performance in, OL, FC, and FTF courses by class standing are needed.…”

Students’ trajectories through higher education: a review of quantitative research

“…Hence, it is vital to gain more systematic knowledge regarding who proceeds and how through HE and with what consequences. This knowledge may help deprived groups in the HE system to improve their chances of completing their studies successfully by identifying critical factors, moments and mechanisms such as behind Bsophomore slumps^ (Webb and Cotton 2019).…”

Beyond Grade Point Average of University Students: Theoretical Foundations for the Achievement as a Process Approach with an Empirical Illustration

“…It is not that uncommon for teachers and service providers to meet sophomore students who are disillusioned and feel abandoned. The psychological experience of 2 nd year students has sometimes been described as the "sophomore slump" (e.g., Gump, 2007;Kennedy & Lee Upcraft, 2010;Webb & Cotton, 2018)a period characterized by decreasing grades, academic satisfaction/interest, and increase thoughts of dropping out (Schreiner & Pattengale, 2000).…”

“…The sophomore year is another critical turning point (e.g., Schaller, 2010;Webb & Cotton, 2018). However, those who return often receive limited support because academic difficulties and retention problems are often perceived as being specific to 1 st year students.…”