The First Year in Higher Education: The Role of Individual Factors and the Learning Environment for Academic Integration

Autor/in	Schaeper, Hildegard
Titel	The First Year in Higher Education: The Role of Individual Factors and the Learning Environment for Academic Integration
Quelle	In: Higher Education: The International Journal of Higher Education Research, 79 (2020) 1, S.95-110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schaeper, Hildegard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-019-00398-0
Schlagwörter	College Freshmen; Individual Characteristics; Student Adjustment; Self Esteem; Foreign Countries; Personality Traits; Educational Environment; Direct Instruction; Academic Achievement; Context Effect; Germany + Suchen Sie Ihr Suchwort? Studienanfänger; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Self-esteem; Selbstaufmerksamkeit; Ausland; Individual characteristics; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schulleistung; Deutschland
Abstract	The transition to higher education and the initial phase of studying play a crucial role in future educational decisions and academic development. To successfully manage this transition, a certain degree of integration into the new environment is required. For this reason, and drawing on the conceptual framework of Tinto's model of student departure, the study examines academic integration as an important first-year experience. Going beyond Tinto's approach and most of the previous research, both individual and contextual factors were analysed by estimating multilevel structural equation models. Data were taken from a panel study of new entrants to higher education institutions in Germany (N = 10,697), which is part of the National Educational Panel Study (NEPS). The results corroborate previous findings and confirm the importance of psychological attributes like self-esteem and conscientiousness. They also provide evidence that a cognitively activating learning environment enhances academic integration considerably. However, direct instruction was found to negatively affect academic integration. The study concludes with a discussion of limitations and implications for practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01