Literaturnachweis - Detailanzeige
| Autor/inn/en | Noyens, D.; van Daal, T.; Coertjens, L.; Van Petegem, P.; Donche, V. |
|---|---|
| Titel | Assessing Students' Perceptions of Fit between Secondary and Higher Education: A Validation Study of the SPFQ |
| Quelle | In: Higher Education Research and Development, 39 (2020) 2, S.273-287 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Noyens, D.) ORCID (van Daal, T.) ORCID (Coertjens, L.) ORCID (Van Petegem, P.) ORCID (Donche, V.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0729-4360 |
| DOI | 10.1080/07294360.2019.1662377 |
| Schlagwörter | Questionnaires; Test Validity; Personality Theories; Student Attitudes; Attitude Measures; Construct Validity; Test Reliability; College Freshmen; Secondary Education; Higher Education; Student Adjustment; Academic Persistence; Foreign Countries; Belgium |
| Abstract | Supporting first-year students to adjust to their new academic environment is a crucial task in higher education. Investigating students' perceptions of fit between secondary and higher education could give higher education institutions valuable information for student feedback and support, when captured in a reliable and valid way. This study examines the construct validity, reliability, and criterion-related validity of the Students' Perceived Fit Questionnaire (SPFQ) by using a longitudinal dataset (N = 930, first-year students). The results of exploratory and confirmatory factor analysis supported a three-factor structure measuring students' perceptions of: 1) the extent to which secondary education prepared them for higher education in terms of content knowledge; 2) resemblance in the teaching approach between secondary and higher education, and 3) the need to adapt to their higher education study programme. Concerning the criterion-related validity, it was found that first-year students who experienced similarities in teaching approach are more likely to persist in their studies. Furthermore, our results indicated that first-year students who experienced less need to adapt to their higher education study programme felt more self-efficacious regarding their own learning and, consequently, were more likely to persist in their studies. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
