A Head Start in Higher Education: The Effect of a Transition Intervention on Interaction, Sense of Belonging, and Academic Performance

Autor/inn/en	van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.
Titel	A Head Start in Higher Education: The Effect of a Transition Intervention on Interaction, Sense of Belonging, and Academic Performance
Quelle	In: Studies in Higher Education, 45 (2020) 4, S.862-877 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Herpen, Sanne G. A.) ORCID (Meeuwisse, Marieke) ORCID (Severiens, Sabine E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1572088
Schlagwörter	Higher Education; Sense of Community; Academic Achievement; Transitional Programs; Program Effectiveness; College Freshmen; Teacher Student Relationship; Peer Relationship; College Bound Students; Grade Point Average; Foreign Countries; Student Adjustment; Student Characteristics; Student Attitudes; School Holding Power; Netherlands + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Studienanfänger; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Niederlande
Abstract	Given the challenging transition from secondary school into higher education, this quasi-experimental study measured the effects of a pre-academic programme (i.e. before starting at university) on student-faculty interactions, student-peer interactions, sense of belonging, and first-year academic performance. Fifty-eight first-year students participated in a pre-academic programme (i.e. the experimental group) focused on changing their perceptions of effective learning behaviour to enhance high-quality interaction with peers and faculty, their sense of belonging, and academic performance. A control group comprised 237 first-year students who did not attend the programme. Participation in the programme enhanced formal student-faculty and student-peer interactions, as well as informal student-peer interactions. No effect was found on sense of belonging. Furthermore, participation in the programme enhanced students' attained grade during the first course and enhanced their first-year cumulative GPA. The results suggest that participation in the pre-academic programme could give students a head start in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01