Increasing self-efficacy to improve the transition to university: an Australian case study

ABSTRACT

The first-year university experience is inherently linked to student satisfaction, retention and academic success. A sense of academic preparedness can enhance the first-year transition experience. Subjects designed to assist students to transition to university can improve the transition experience; however, there is very limited evidence of their successful implementation in Australia. An interdisciplinary credit-bearing subject underpinned by the Learning by Doing Approach and the Theory of Self-efficacy, was developed and implemented in an Australian university. Students’ baseline (pre-test) and follow-up (post-test) survey responses on their self-perceived levels of knowledge and confidence in academic skills were compared to test for significant differences. Students reported greater knowledge and confidence with regards to the academic skills required for university. The subject’s highly scaffolded nature ensured students actively engaged in individual and collaborative activities that allowed them to learn as they constructed knowledge. As students learnt new skills in a supportive learning environment, they incorporated these skills into their learning and utilised them in their other subjects, which increased their confidence and self-efficacy. Similar interdisciplinary credit-bearing transition subjects may be beneficial in other universities to help support students transitioning to university. Longitudinal research is required to determine the effectiveness on academic outcomes and retention.

KEYWORDS:

• Academic acculturation
• university transition
• student experience
• first year transition
• educational research

Acknowledgments

The authors extend their thanks to all the students who participated in the survey; without them this study would not have been possible. We also thank Dr Hassan Hosseinzadeh for his advice and guidance with regards the data analysis.

Author contributions

HS designed, developed and implemented the subject, Essential Academic Skills (HAS 111); conceived, designed and implemented the evaluation study; and oversaw the data collection and analysis. AT performed the data analysis. HS and AT drafted the initial manuscript; HS drafted further revisions assisted by JB. All authors approved the final manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Heike Schütze

Dr. Heike Schütze (PhD, MPH, BSc (Biomedical)) is a Senior Lecturer and Research Fellow at the University of Wollongong and an adjunct Senior Lecturer at UNSW Sydney. Her research interests include health services and translational research and she also has a strong interest the transition to university and student success.

Jenna Bartyn

Ms. Jenna Bartyn (MPH, BHlth Sc) is a Research Officer at the Australian Catholic University, and a sessional in academic skills and research methods for the University of Wollongong.

Amy Tapsell

Ms. Amy Tapsell (MPH, BA (Psych) is a Research Officer and a sessional academic in academic skills and research methods for the University of Wollongong.