The first year in higher education: the role of individual factors and the learning environment for academic integration.

Autor/in	Schaeper, Hildegard
Titel	The first year in higher education: the role of individual factors and the learning environment for academic integration.
Quelle	In: Higher education, 79 (2020) 1, S. 95-110Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-019-00398-0
Schlagwörter	Studiendauer; Studienerfolg; Studienverhalten; Studentenschaft
Abstract	The transition to higher education and the initial phase of studying play a crucial role in future educational decisions and academic development. To successfully manage this transition, a certain degree of integration into the new environment is required. For this reason, and drawing on the conceptual framework of Tinto's model of student departure, the study examines academic integration as an important first-year experience. Going beyond Tinto's approach and most of the previous research, both individual and contextual factors were analysed by estimating multilevel structural equation models. Data were taken from a panel study of new entrants to higher education institutions in Germany (N = 10,697), which is part of the National Educational Panel Study (NEPS). The results corroborate previous findings and confirm the importance of psychological attributes like self-esteem and conscientiousness. They also provide evidence that a cognitively activating learning environment enhances academic integration considerably. However, direct instruction was found to negatively affect academic integration. The study concludes with a discussion of limitations and implications for practice and future research.(HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2020/3