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dc.contributor.authorSanders, Lalage
dc.contributor.authorDaly, Annette
dc.contributor.authorFitzgerald, Katherine
dc.date.accessioned2016-07-13T08:53:21Z
dc.date.available2016-07-13T08:53:21Z
dc.date.issued2016
dc.identifier.citationSanders, L.D., Daly, A.P. and Fitzgerald, K. (2016) 'Predicting retention, understanding attrition: a prospective study of foundation year students', Widening Participation and Lifelong Learning, 18(2), pp.50-83.en_US
dc.identifier.issn1466-6529
dc.identifier.issn2045-2713 (ESSN)
dc.identifier.urihttp://hdl.handle.net/10369/7965
dc.descriptionThis article was published in Widening Participation and Lifelong Learning on 01 June 2016 (online), available at http://dx.doi.org/10.5456/WPLL.18.2.50en_US
dc.description.abstractThe aim of this study was to evaluate two psychometric tools for identifying students at risk of failing to progress from a Foundation Year (FY) programme, a preparatory programme for those without the qualifications to enrol directly on to an undergraduate degree. Students from four FY programmes across two UK universities were invited to complete the survey at the start of the academic year (Time-1) and again towards the end of the FY (Time-2). The survey comprised the Academic Behaviour Confidence and Performance Expectation Ladder scales designed to measure students’ expectations of their academic performance and achievement. From a total of 198 participants (85% of enrolments), 90 completed measures at both points. End of year examining board outcomes were matched to the survey data. Time 1 data showed that two subscales of the confidence measure, Grades and Attendance, were indicative of subsequent progression issues. At Time 2, diminishing expectations were evident amongst those who subsequently failed to progress indicating a process of disengagement. Therefore these measures could be used to identify students who might benefit from targeted interventions to help uncertain new entrants access the benefits that Higher Education can provide.en_US
dc.language.isoenen_US
dc.publisherOpen University, Centre for Widening Participationen_US
dc.relation.ispartofseriesWidening Participation and Lifelong Learning
dc.subjectacademic confidenceen_US
dc.subjectdoubtingen_US
dc.subjectfoundation yearen_US
dc.subjectretentionen_US
dc.titlePredicting retention, understanding attrition: a prospective study of foundation year studentsen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.5456/WPLL.18.2.50
dc.date.dateAccepted2016-03-18
dc.rights.embargodate2017-12-01
dc.rights.embargoreason18 month embargo requested by publisher
rioxxterms.freetoread.startdate2017-12-01


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