Do Expectations Meet Reality? A survey of changes in first‐year student opinion

Cook, Anthony; Leckey, Janet

doi:10.1080/0309877990230201

Cited by 144 publications

(104 citation statements)

References 4 publications

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“…The findings of this investigation also suggest that, although a bespoke transition programme featuring high-intensity timetabling and volume of work may violate students' expectations of university life, such learning environments do not necessarily disconfirm McInnis and James' (1995) and Cook and Leckey's (1999) preconceptions of higher education. The positive reactions to timetabling intensity and workload outlined here suggest that it is undemanding aspects of university life which may disconfirm student expectations and lessen the likelihood of engagement with educationally effective practices.…”

Section: Discussionmentioning

confidence: 71%

“…Longden (2006) suggests that this might be particularly relevant for students who do not have a strong academic profile, where learning autonomy is unlikely to have been developed before entry into higher education. Cook and Leckey's (1999) findings suggest that student perceptions of academic competence may diminish from entry to the end of the first semester, once an aspect of relative comparison to peers and university demands has been made. Nevertheless, students are often challenged by not feeling ready for the academic requirements of university.…”

Section: Relationship With Self and Learningmentioning

confidence: 96%

“…These preconceptions may form as a result of parental attitudes or understanding of university information gleaned from discovery days, comments or experiences from peers or other family members. However, student preconceptions are often ill-founded, leading to anticipated learning journeys based on school experience which often fail to provide the student with firm understanding of key concepts or appropriate, independent study skills (Cook and Leckey, 1999). The feelings associated with transition include excitement, anxiety and confusion (Brookes, 2003).…”

Section: Relationship With Self and Learningmentioning

confidence: 99%

“…Furthermore, Cook and Leckey (1999) suggest that students commence study with high confidence in some personal skills, such as communication and working with others, but for many 'learning to learn' is an alien topic. A 'gap' or 'gulf' is often experienced when aspirations and expectations of university are compromised by the students' actual experience in the first few weeks of study McInnis and James, 1995).…”

Section: Relationship With Self and Learningmentioning

confidence: 99%

“…Students experience a sense of identity and belonging in an effective group that perhaps is not offered elsewhere (Jacques, 2000). Despite the increasing economic pressures to operate with large undergraduate cohorts (Longden, 2006), the literature supports resisting such strategies, highlighting that students expect smaller group sizes before entering higher education, and their initial perceptions and experiences are undeniably important (Cook and Leckey, 1999).…”

mentioning

confidence: 99%

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Investigating the relationship between student engagement and transition

Vinson

Nixon

Walsh

et al. 2010

Active Learning in Higher Education

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Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students' engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a highintensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students' engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes.

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Section: Discussionmentioning

confidence: 71%

Section: Relationship With Self and Learningmentioning

confidence: 96%

Section: Relationship With Self and Learningmentioning

confidence: 99%

Section: Relationship With Self and Learningmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Investigating the relationship between student engagement and transition

Vinson

Nixon

Walsh

et al. 2010

Active Learning in Higher Education

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An interpretative phenomenological analysis of stress and coping in first year undergraduates

Denovan

Macaskill

2012

British Educational Res J

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In the UK, changes to the Higher Education system have increased the range of stressors experienced by students above those traditionally associated with the transition to university.Despite this, there is little qualitative research examining how students experience and cope with the adjustment to university. The experience of the transition was investigated in depth amongst 10 first year UK undergraduates. Purposive sampling resulted in a group with demographics similar to national statistics on UK undergraduates. Semi-structured interviews were used beginning with a content specific vignette to develop rapport.Interpretative Phenomenological Analysis was utilised to analyse the transcripts (Smith, 2003) and quality checks were implemented to increase the validity of the analysis. Five main themes were identified: all the change, with subthemes of independent living, homesickness, differences between post-compulsory education and university; expectations of university; academic focus with subthemes of self-discipline, motivation, learning from experience; support network with subthemes of establishing a support network, support for coping with problems; and difficulties with subthemes of difficulties experienced with housemates, finances and employment, and academic difficulties. Students used a range of coping strategies. By identifying the role of positive psychological strengths such as optimism, hope, self-efficacy, and self-control in coping with stress and facilitating positive adaptation, the study locates positive psychological strengths within a transactional understanding of stress and provides depth and relevance to their role in facilitating adjustment. Such qualitative research is rare in the positive psychology and stress literature. Suggestions for easing the transition are made.

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Negotiating and Nurturing: Challenging Staff and Student Perspectives of Academic Writing

Bell¹

2011

Learning Development in Higher Education

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Do Expectations Meet Reality? A survey of changes in first‐year student opinion

Cited by 144 publications

References 4 publications

Investigating the relationship between student engagement and transition

Investigating the relationship between student engagement and transition

An interpretative phenomenological analysis of stress and coping in first year undergraduates

Negotiating and Nurturing: Challenging Staff and Student Perspectives of Academic Writing

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