'Hardworking, Determined and Happy': First-Year Students' Understanding and Experience of Success

Autor/inn/en	Picton, Catherine; Kahu, Ella R.; Nelson, Karen
Titel	'Hardworking, Determined and Happy': First-Year Students' Understanding and Experience of Success
Quelle	In: Higher Education Research and Development, 37 (2018) 6, S.1260-1273 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Picton, Catherine) ORCID (Kahu, Ella R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1478803
Schlagwörter	College Freshmen; Student Attitudes; Student Experience; Academic Achievement; Learner Engagement; Foreign Countries; Student Behavior; Grades (Scholastic); Psychological Patterns; Self Efficacy; Student Satisfaction; Australia + Suchen Sie Ihr Suchwort? Studienanfänger; Schülerverhalten; Studienerfahrung; Schulleistung; Ausland; Student behaviour; Notenspiegel; Self-efficacy; Selbstwirksamkeit; Australien
Abstract	While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01