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Conference Paper: First year transition experiences and effects on student outcomes

TitleFirst year transition experiences and effects on student outcomes
Authors
KeywordsFirst year experience
Transition
Student outcomes
Issue Date2009
PublisherHigher Education Research and Development Society of Australasia. The publisher's website is located at http://www.herdsa.org.au/?page_id=520
Citation
The 32nd HERDSA Annual Conference, Darwin, Australia, 6-9 July 2009. In Research and Development in Higher Education Series, 2009, p. 608-613 How to Cite?
AbstractHong Kong’s educational system is undergoing a major reform, and in higher education an additional year will be added to the existing structure. This unique situation creates opportunities to rethink the curriculum to develop one that provides better first year transition experiences to promote better student outcomes. Research findings indicated freshmen often experience adjustment issues in academic study and social and psychological well-being. In this study, we developed indicators of students’ perceptions of academic transition, induction to disciplinary knowledge, and integration into the university community for first year undergraduates in Hong Kong. Data were collected from 458 undergraduates across disciplines at the end of their first year of study. Regression models were estimated to examine the relationships between student perceptions of these three areas of transition into first year and student learning outcomes. Findings revealed that better induction into the discipline and integration into the university were more likely to predict positive student outcomes. The findings of this study would be used to inform the design of new first year curriculum.
DescriptionConference Theme: The Student Experience
Persistent Identifierhttp://hdl.handle.net/10722/117368
ISBN
ISSN

 

DC FieldValueLanguage
dc.contributor.authorWebster, Ben_HK
dc.contributor.authorChan, Wen_HK
dc.date.accessioned2010-09-26T07:13:40Z-
dc.date.available2010-09-26T07:13:40Z-
dc.date.issued2009en_HK
dc.identifier.citationThe 32nd HERDSA Annual Conference, Darwin, Australia, 6-9 July 2009. In Research and Development in Higher Education Series, 2009, p. 608-613-
dc.identifier.isbn0-908557-78-7-
dc.identifier.issn0156-8884-
dc.identifier.urihttp://hdl.handle.net/10722/117368-
dc.descriptionConference Theme: The Student Experience-
dc.description.abstractHong Kong’s educational system is undergoing a major reform, and in higher education an additional year will be added to the existing structure. This unique situation creates opportunities to rethink the curriculum to develop one that provides better first year transition experiences to promote better student outcomes. Research findings indicated freshmen often experience adjustment issues in academic study and social and psychological well-being. In this study, we developed indicators of students’ perceptions of academic transition, induction to disciplinary knowledge, and integration into the university community for first year undergraduates in Hong Kong. Data were collected from 458 undergraduates across disciplines at the end of their first year of study. Regression models were estimated to examine the relationships between student perceptions of these three areas of transition into first year and student learning outcomes. Findings revealed that better induction into the discipline and integration into the university were more likely to predict positive student outcomes. The findings of this study would be used to inform the design of new first year curriculum.-
dc.languageengen_HK
dc.publisherHigher Education Research and Development Society of Australasia. The publisher's website is located at http://www.herdsa.org.au/?page_id=520-
dc.relation.ispartofResearch and Development in Higher Education Seriesen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectFirst year experience-
dc.subjectTransition-
dc.subjectStudent outcomes-
dc.titleFirst year transition experiences and effects on student outcomesen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailWebster, B: bwebster@hku.hken_HK
dc.identifier.emailChan, W: wincy@hku.hken_HK
dc.identifier.authorityWebster, B=rp00969en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros167624en_HK
dc.identifier.spage608-
dc.identifier.epage613-
dc.publisher.placeAustralia-

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