How first year experience relates to university students’ cognitive, social and value developments

Abstract

First year experience is crucial for students’ development during university studies. The present study applied linear mixed-effects model to examine the extent to which university student’s first year experience predicted their perceived learning outcomes at the end of undergraduate study based on a variety of first year aspects including orientation, transition, goal setting, academic learning environment, residential experience, and campus activity participation. Furthermore, comparisons were made between local students versus non-local students in terms of the predictive effect of the first year experience variables. Findings indicated that goal setting was the only first year experience component that significantly predicted the cognitive learning outcome above and beyond the autoregressive effect. Hall experience significantly predicted the social learning outcome, and goal setting and hall experience significantly predicted the value learning outcome. The study adds new findings to the higher education literature and makes practical implications for informing curriculum design and enhancing learning and teaching environment in higher education settings.