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Supporting students' transition to higher education

Katarina Perander (Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland)
Monica Londen (Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland)
Gunilla Holm (Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland)

Journal of Applied Research in Higher Education

ISSN: 2050-7003

Article publication date: 17 July 2020

Issue publication date: 4 May 2021

Abstract

Purpose

The purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.

Design/methodology/approach

A qualitative content analysis was done of 190 reflective journals written by first-year university students.

Findings

The main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.

Practical implications

This study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.

Originality/value

This study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.

Keywords

Acknowledgements

Funding: This study was supported by The Society of Swedish Literature in Finland (SLS).

Citation

Perander, K., Londen, M. and Holm, G. (2021), "Supporting students' transition to higher education", Journal of Applied Research in Higher Education, Vol. 13 No. 2, pp. 622-632. https://doi.org/10.1108/JARHE-01-2020-0005

Publisher

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Emerald Publishing Limited

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