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Article: Transition, induction and goal achievement: First-year experiences of Hong Kong undergraduates

TitleTransition, induction and goal achievement: First-year experiences of Hong Kong undergraduates
Authors
KeywordsAchievement of goals
Approaches to learning
Course experience
First-year experience
Induction into the academic discipline
Issue Date2012
PublisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/education/journal/12564
Citation
Asia Pacific Education Review, 2012, v. 13 n. 2, p. 359-368 How to Cite?
AbstractEducators worldwide are faced with challenges of understanding how undergraduates are making their school-to-university transition and becoming inducted into their academic discipline. A recent study investigated Hong Kong first-year Chinese students' experiences of transition from school to university and induction into their discipline in relation to perceived course experiences, approaches to study and achievement of goals. Analysis of the survey data of this study indicates that although students reported transition difficulties, these were unrelated to perceptions of the course, approaches to study or achievement of goals. Students who reported good understanding of their discipline were those who achieved their goals, had a good course experience and adopted deeper study approaches. These findings suggested that rather than focusing mainly on tackling students' transition difficulties, efforts of promoting a positive first-year experience for Chinese university students and facilitating their goals achievement should be oriented towards constructing a facilitative learning environment. © 2011 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/144933
ISSN
2015 Impact Factor: 0.394
2015 SCImago Journal Rankings: 0.371
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorWebster, BJen_HK
dc.contributor.authorYang, Men_HK
dc.date.accessioned2012-02-21T05:43:22Z-
dc.date.available2012-02-21T05:43:22Z-
dc.date.issued2012en_HK
dc.identifier.citationAsia Pacific Education Review, 2012, v. 13 n. 2, p. 359-368en_HK
dc.identifier.issn1598-1037en_HK
dc.identifier.urihttp://hdl.handle.net/10722/144933-
dc.description.abstractEducators worldwide are faced with challenges of understanding how undergraduates are making their school-to-university transition and becoming inducted into their academic discipline. A recent study investigated Hong Kong first-year Chinese students' experiences of transition from school to university and induction into their discipline in relation to perceived course experiences, approaches to study and achievement of goals. Analysis of the survey data of this study indicates that although students reported transition difficulties, these were unrelated to perceptions of the course, approaches to study or achievement of goals. Students who reported good understanding of their discipline were those who achieved their goals, had a good course experience and adopted deeper study approaches. These findings suggested that rather than focusing mainly on tackling students' transition difficulties, efforts of promoting a positive first-year experience for Chinese university students and facilitating their goals achievement should be oriented towards constructing a facilitative learning environment. © 2011 The Author(s).en_HK
dc.languageengen_US
dc.publisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/education/journal/12564en_HK
dc.relation.ispartofAsia Pacific Education Reviewen_HK
dc.rightsThe Author(s)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectAchievement of goalsen_HK
dc.subjectApproaches to learningen_HK
dc.subjectCourse experienceen_HK
dc.subjectFirst-year experienceen_HK
dc.subjectInduction into the academic disciplineen_HK
dc.titleTransition, induction and goal achievement: First-year experiences of Hong Kong undergraduatesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4551/resserv?sid=springerlink&genre=article&atitle=Transition, induction and goal achievement: first-year experiences of Hong Kong undergraduates&title=Asia Pacific Education Review&issn=15981037&date=2011-09-08& spage=1&authors=Beverley J. Webster, Min Yangen_US
dc.identifier.emailWebster, BJ: bwebster@hkucc.hku.hken_HK
dc.identifier.authorityWebster, BJ=rp00969en_HK
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s12564-011-9185-6en_HK
dc.identifier.scopuseid_2-s2.0-84862217764en_HK
dc.identifier.hkuros194391-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84862217764&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume13en_HK
dc.identifier.issue2en_HK
dc.identifier.spage359en_HK
dc.identifier.epage368en_HK
dc.identifier.eissn1876-407Xen_US
dc.identifier.isiWOS:000305127800016-
dc.publisher.placeNetherlandsen_HK
dc.description.otherSpringer Open Choice, 21 Feb 2012en_US
dc.identifier.scopusauthoridWebster, BJ=15066354200en_HK
dc.identifier.scopusauthoridYang, M=8984637400en_HK

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