Project Injunction: A contradictory and ungrounded double binding dilemma? A longitudinal approach to choice in higher education vocational guidance

Biémar, Sandrine; Philippe, Marie-Christelle; Romainville, Marc

doi:10.4000/osp.3167

Cited by 22 publications

(8 citation statements)

References 14 publications

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“…These testimonies substantiate the importance of developing precise expectations about university as assumed by Nicholson’s model (1990). Moreover, they also support empirical work on the study choice process (Biémar et al, 2003; Germeijs et al, 2012; De Clercq et al, 2016). …”

Section: Resultssupporting

confidence: 62%

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The Delicate Balance to Adjustment: A Qualitative Approach of Student’s Transition to the First Year at University

Clercq¹,

Roland²,

Brunelle³

et al. 2018

PSYCHOL BELG

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First year experience in higher education has been extensively investigated in the literature. Yet, two limitations can be identified out of the literature. The majority of the studies focused on single factor analysis, restraining the multifactorial understanding of adjustment’s determinants. Moreover, the temporal unfolding of the first year at the university has mainly been disregarded, limiting the dynamic framing of adjustment process. To overcome these limitations, the current study used a longitudinal qualitative design in order to grasp the dynamic complexity of adjustment process. Semi-structured interviews were conducted in two steps with 17 freshmen from Science department. The aims were to unfold the constructs at play in student’s adjustment process and the dynamic interplay between them over time. The analyses were grounded into Nicholson’s theoretical framework of transition cycle and the material was analyzed through thematic and sequential analysis. Four themes (readiness, reaching personal drives, fighting an overwhelming program and becoming a self-regulated learner) and four different events (starting up, click, exhaustion and deficiencies accumulation) were identified in the material disclosing the dynamic nature of adjustment process. An overall reflection on the findings is proposed in the conclusion.

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Section: Resultssupporting

confidence: 62%

“…Research has shown that students who make an informed and thoughtful study choice express more satisfaction with respect to the program, engage more deeply in the understanding of the courses and perform better (Biémar, Philippe, & Romainville, 2003; Simons, Dewitte, & Lens, 2004). …”

Section: Introductionmentioning

confidence: 99%

The Delicate Balance to Adjustment: A Qualitative Approach of Student’s Transition to the First Year at University

Clercq¹,

Roland²,

Brunelle³

et al. 2018

PSYCHOL BELG

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“…Several studies and theories, such as future time perspective theory (Husman & Lens, 1999) and educational choice implementation (Germeis & Verschueren, 2007;Germeijs, Luyckx, Notelaers, Goossens & Verschueren, 2012), have highlighted the importance of the information process. First findings concluded that students who made an informed and thoughtful study choice attain higher academic achievement, were more satisfied with their courses, and applied more adaptive study strategies (Biémar, Philippe, & Romainville, 2003;Lens, Simons, & Dewitte, 2002). However, this field of research remains underdeveloped and needs more investigation to support these first findings.…”

Section: The Role Of Background Factorsmentioning

confidence: 99%

Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education

Clercq

Galand

Hospel

et al. 2021

FLR

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The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; contextual factors have often been left out of the investigation. The majority of studies have tested the impact of individual characteristics assuming that the effects are the same in different programs. However, differences between institutions or programs could result in specific learning contexts leading to different adjustment processes. As an attempt to overcome this limitation, the current study has investigated the impact of both individual and contextual factors on academic achievement through a multifactorial multilevel analysis. The analyses were carried out on 1,173 freshmen from 21 study programs. Results highlighted that 15% of variation in students’ achievement was found between programs. Aspects of curriculum organization that contributed to academic achievement were gender ratio, opportunities given for practice and class size. Besides, seven individual factors were also predictive of academic achievement in the multifactorial approach: past performance, socioeconomic status, self-efficacy beliefs, value, mastery goal structure, study time and paid job. Finally, significant random effects were identified for peer support, course value, attendance and external engagement (i.e. commitment in extra-academic activities). The implications and limitations of this study are discussed. By connecting individual and contextual predictors of academic achievement this study intends to endorse a frontline approach regarding the transition to higher education.

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“…* Le projet personnel de l'étudiant [28,27,20). * La maitrise de la langue française [12,21] * l'affiliation [8,6] Malheureusement chacun de ces facteurs cités ci-dessus, s'est révélé par d'autres travaux [26,37,5,18,10,11,38] peu influent, en précisant que d'autres facettes du phénomène ont été négligées.…”

Section: Revue De Littératureunclassified

Perceptions des enseignants et des étudiants de première année licence SVT envers les caractéristiques l’enseignant et de l’enseignement

Mkhdramine

Essafi

2021

ITM Web Conf.

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Le but de cette étude descriptive concerne l’identification des caractéristiques de l’enseignant efficace et de l’enseignement efficace considérées comme très importantes de point de vue des enseignants et des étudiants de première année de la licence SVT. L’étude a été menée auprès de 41 enseignants et 290 étudiants, du département de Biologie de la Faculté de sciences Dhar El Mehraz. Ils ont été sollicités classer 60 items selon leur degré d’importance sur une échelle Likert. Les données issues des réponses au questionnaire montrent que les deux groupes participants expriment des points de vue similaires mais pas tout à fait identiques.

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Project Injunction: A contradictory and ungrounded double binding dilemma? A longitudinal approach to choice in higher education vocational guidance

Cited by 22 publications

References 14 publications

The Delicate Balance to Adjustment: A Qualitative Approach of Student’s Transition to the First Year at University

The Delicate Balance to Adjustment: A Qualitative Approach of Student’s Transition to the First Year at University

Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education

Perceptions des enseignants et des étudiants de première année licence SVT envers les caractéristiques l’enseignant et de l’enseignement

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