Emotional Transitions? Exploring the Student Experience of Entering Higher Education in a Widening-Participation HE-in-FE Setting

Autor/inn/en	Young, Emma; Thompson, Rachael; Sharp, John; Bosmans, Daniel
Titel	Emotional Transitions? Exploring the Student Experience of Entering Higher Education in a Widening-Participation HE-in-FE Setting
Quelle	In: Journal of Further and Higher Education, 44 (2020) 10, S.1349-1363 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Emma) ORCID (Thompson, Rachael) ORCID (Sharp, John) ORCID (Bosmans, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2019.1688264
Schlagwörter	Student Experience; Adult Students; Well Being; Adult Education; Emotional Response; Anxiety; Higher Education; Emotional Experience; Foreign Countries; Likert Scales; Scores; United Kingdom (England); State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Studienerfahrung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Well-being; Wellness; Wohlbefinden; Education; Adult basic education; Adult training; Erwachsenenbildung; Emotionales Verhalten; Angst; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Likert-Skala
Abstract	This paper details a small-scale research project that explores the student transition into higher education (HE), delivered in a further education college (FE), and considers whether the requirements of transition at this level impacts on emotional wellbeing. As such, it aims to contribute to the growing body of research on HE-in-FE from the perspective of student transition and emotional wellbeing. The data drawn on in this paper were collected by a questionnaire, administered at two points in the first semester, to measure levels of anxiety in students, alongside a further questionnaire designed to evaluate the effectiveness of bespoke academic skills input aimed at supporting the transition into HE. From quantitative and qualitative data, key findings identify factors that influence students' emotional responses to HE, including those that exacerbate and those that mitigate negative emotional responses. Significantly, the research identifies academic factors, rather than personal or social issues, as being critical to students' emotional experiences during the transitionary period. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01