Giving Australian First-in-Family Students a Kick Start to University

Autor/inn/en	Chapin, Laurie A.; Oraison, Humberto; Nguyen, Thinh; Osmani, Sera; Keohane, Emily
Titel	Giving Australian First-in-Family Students a Kick Start to University
Quelle	In: Student Success, 14 (2023) 1, S.60-70 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chapin, Laurie A.) ORCID (Oraison, Humberto) ORCID (Nguyen, Thinh) ORCID (Osmani, Sera) ORCID (Keohane, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	First Generation College Students; Foreign Countries; Barriers; Student Adjustment; Orientation; Learner Engagement; Attendance; Self Efficacy; Grades (Scholastic); Comparative Analysis; Study Habits; Social Support Groups; Academic Achievement; Academic Persistence; School Holding Power; Pilot Projects; Commuting Students; Social Capital; Cultural Capital; Student Attitudes; Measures (Individuals); Student Characteristics; Australia + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Orientierung; Anwesenheit; Self-efficacy; Selbstwirksamkeit; Notenspiegel; Study behavior; Study behaviour; Studienverhalten; Social support; Soziale Unterstützung; Schulleistung; Pilot project; Modellversuch; Pilotprojekt; Pendler; Sozialkapital; Schülerverhalten; Messdaten; Australien
Abstract	Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported. (As Provided).
Anmerkungen	Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01