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Transitioning in higher education: An exploration of psychological and contextual factors affecting student satisfaction

Pennington, Charlotte R.; Pennington, Charlotte; Bates, Elizabeth A.; Kaye, Linda K.; Bolam, Lauren T.

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Authors

Charlotte R. Pennington

Elizabeth A. Bates

Linda K. Kaye

Lauren T. Bolam



Abstract

© 2017 UCU. In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction. Eighty-eight first-year psychology students completed a questionnaire measuring academic self-efficacy, social identity and student satisfaction at the start (Time 1, November 2015) and end (Time 2, March 2016) of the academic year. Findings indicated that students who participated in a pre-entry programme reported higher academic self-efficacy and satisfaction compared to typical route students. Moreover, academic self-efficacy predicted student satisfaction at the start of the academic year, whereas in-group affect (a facet of social identity) predicted this at the end of the academic year. The current findings indicate that pre-entry programmes may have a positive impact on students’ sense of academic self-efficacy. On a more general level, the findings also suggest that academic self-efficacy and social identity may be key indicators of student satisfaction. This highlights the complexities of the concept of ‘student satisfaction’, and demonstrates the utility of examining multiple factors relating to student satisfaction across different time points.

Citation

Pennington, C. R., Pennington, C., Bates, E. A., Kaye, L. K., & Bolam, L. T. (2018). Transitioning in higher education: An exploration of psychological and contextual factors affecting student satisfaction. Journal of Further and Higher Education, 42(5), 596-607. https://doi.org/10.1080/0309877X.2017.1302563

Journal Article Type Article
Acceptance Date Aug 20, 2016
Online Publication Date May 2, 2017
Publication Date Jul 4, 2018
Deposit Date Sep 12, 2017
Publicly Available Date Nov 3, 2018
Journal Journal of Further and Higher Education
Print ISSN 0309-877X
Electronic ISSN 1469-9486
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 42
Issue 5
Pages 596-607
DOI https://doi.org/10.1080/0309877X.2017.1302563
Keywords transition, pre-entry programmes, academic self-efficacy, social identity, satisfaction
Public URL https://uwe-repository.worktribe.com/output/903014
Publisher URL http://dx.doi.org/10.1080/0309877X.2017.1302563
Additional Information Additional Information : This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 2nd May 2017, available online: http://dx.doi.org/10.1080/0309877X.2017.1302563.

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