Making the successful transition to university: psychological predictors of first year sports students' academic performance expectations

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Abstract

This study reflects preliminary analyses from a longitudinal study examining the role of an enhanced first year induction programme for sport students at the University of Ulster and the psychological factors impacting on the first year transition including: motivation; academic stress; self-esteem; student and lecturer role expectations; and, academic performance expectations. The findings have relevance both to the design of induction programmes and the content of first year undergraduate programmes but also for the wider management of student engagement and student retention. Central to this is motivation and the need to promote “pupils’ engagement in learning and motivational resilience” (McLean, 2009, p.5).
LanguageEnglish
Pages43-56
JournalPerspectives on Practice and Pedagogy
Volume4
Publication statusPublished - 6 Sep 2013

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Sports
university
induction
performance
student
role expectation
psychological factors
resilience
self-esteem
pupil
longitudinal study
university teacher
management
learning

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@article{dd1d127c69f844c2987956e97ac7c654,
title = "Making the successful transition to university: psychological predictors of first year sports students' academic performance expectations",
abstract = "This study reflects preliminary analyses from a longitudinal study examining the role of an enhanced first year induction programme for sport students at the University of Ulster and the psychological factors impacting on the first year transition including: motivation; academic stress; self-esteem; student and lecturer role expectations; and, academic performance expectations. The findings have relevance both to the design of induction programmes and the content of first year undergraduate programmes but also for the wider management of student engagement and student retention. Central to this is motivation and the need to promote “pupils’ engagement in learning and motivational resilience” (McLean, 2009, p.5).",
author = "Gavin Breslin and Katie/K Liston and McConnell, {N C}",
note = "Reference text: Agolla, J.E. and Ongori, H. (2009) An assessment of academic stress among undergraduate students: The case of University of Botswana, Educational Research and Review, 4, 63-70. Ajzen, I. (1988) Attitudes, traits and actions. Chicago, IL: Dorsey Press. Ajzen, I. (2002) Constructing a TPB questionnaire: Conceptual and methodological considerations. Available at http://people.umass.edu/aizen/pdf/tpb.measurement.pdf [Accessed January 2010] Deci, E. and Ryan, R. (1985) Intrinsic motivation and self determination in human behaviour. New York: Plenum. Deci, E.L. and Ryan, R.M. (2000) The ‘what’ and ‘why’ of goal pursuit: Human needs and the self-determination of behaviour, Psychological Inquiry, 11, 227-268. Dev, P.C. (1997) Intrinsic motivation and academic achievement, Remedial and Special Education, 18, 12-19. Fazey, D. and Fazey, J. (2001) The potential for autonomy in learning, perceptions of competence, motivation and locus of control in first-year undergraduate students, Studies in Higher Education, 26 (3), 345-361. Gibney, A., Moore, N., Murphy, F. and O’Sullivan, S. (2011) The first semester of university life: “will I be able to manage it all?” Higher Education, 62, 351-366. Goldfinch, J. and Hughes M. (2007) Skills, learning styles and success of first-year undergraduates, Active Learning in Higher Education, 8 (3), 259—273. Grolnick, W.S. and Ryan, R.M. (1987) Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898. Isiksal, M. (2010) A comparative study on undergraduate students’ academic achievement motivation and academic self-concept, The Spanish Journal of Psychology, 13, 572-585. Lowe, H. and Cook, A. (2003) ‘Mind the gap, are students prepared for higher education?’, Journal of Further and Higher Education, 27 (1), 53-76. McLean, A. (2009) Motivating every learner. London: Sage. Pintrich, P.P. and DeGroot, E.V. (1990) Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40. Pintrich, P.R., Smith, D.A.F., Garcia, T. and McKeachie, W.J. (1993) Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ), Educational and Psychological Measurement, 53, 801-813. Pithers, R. and Holland, T. (2007) Student expectations and the effect of experience. Available at http://www.aare.edu.au/06pap/pit06290.pdf. [Accessed January 2010] Pitkethly, A. & Prosser M. (2001) The first year experience project: a model for university-wide change, Journal of Higher Education Research and Development 20 (2), 185 - 198. Shia, R.M. (1998) Assessing academic motivation: A look at student goals and personal strategy. Available at http://www.cet.edu/pdf/motivation.pdf. [Accessed January, 2010] Soenes, B. and Vansteenkiste, M. (2005) Antecedents and outcomes of self-determination of behavior, Journal of Youth & Adolescence, 34, 589-604. Van der Sluis, S., Vinkhuyzen, A.A.E., Boomsma, D.I. and Posthma, D. (2010) Sex differences in adults’ motivation to achieve, Intelligence, 38, 443-446. Vallerand, R.J., Blaus, M.R., Briere, N.M. and Pelletier, L.G. (1989) Construction and validation of the Academic Motivation Scale, Canadian Journal of Behavioral Sciences, 21, 323-349.",
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T1 - Making the successful transition to university: psychological predictors of first year sports students' academic performance expectations

AU - Breslin, Gavin

AU - Liston, Katie/K

AU - McConnell, N C

N1 - Reference text: Agolla, J.E. and Ongori, H. (2009) An assessment of academic stress among undergraduate students: The case of University of Botswana, Educational Research and Review, 4, 63-70. Ajzen, I. (1988) Attitudes, traits and actions. Chicago, IL: Dorsey Press. Ajzen, I. (2002) Constructing a TPB questionnaire: Conceptual and methodological considerations. Available at http://people.umass.edu/aizen/pdf/tpb.measurement.pdf [Accessed January 2010] Deci, E. and Ryan, R. (1985) Intrinsic motivation and self determination in human behaviour. New York: Plenum. Deci, E.L. and Ryan, R.M. (2000) The ‘what’ and ‘why’ of goal pursuit: Human needs and the self-determination of behaviour, Psychological Inquiry, 11, 227-268. Dev, P.C. (1997) Intrinsic motivation and academic achievement, Remedial and Special Education, 18, 12-19. Fazey, D. and Fazey, J. (2001) The potential for autonomy in learning, perceptions of competence, motivation and locus of control in first-year undergraduate students, Studies in Higher Education, 26 (3), 345-361. Gibney, A., Moore, N., Murphy, F. and O’Sullivan, S. (2011) The first semester of university life: “will I be able to manage it all?” Higher Education, 62, 351-366. Goldfinch, J. and Hughes M. (2007) Skills, learning styles and success of first-year undergraduates, Active Learning in Higher Education, 8 (3), 259—273. Grolnick, W.S. and Ryan, R.M. (1987) Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898. Isiksal, M. (2010) A comparative study on undergraduate students’ academic achievement motivation and academic self-concept, The Spanish Journal of Psychology, 13, 572-585. Lowe, H. and Cook, A. (2003) ‘Mind the gap, are students prepared for higher education?’, Journal of Further and Higher Education, 27 (1), 53-76. McLean, A. (2009) Motivating every learner. London: Sage. Pintrich, P.P. and DeGroot, E.V. (1990) Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40. Pintrich, P.R., Smith, D.A.F., Garcia, T. and McKeachie, W.J. (1993) Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ), Educational and Psychological Measurement, 53, 801-813. Pithers, R. and Holland, T. (2007) Student expectations and the effect of experience. Available at http://www.aare.edu.au/06pap/pit06290.pdf. [Accessed January 2010] Pitkethly, A. & Prosser M. (2001) The first year experience project: a model for university-wide change, Journal of Higher Education Research and Development 20 (2), 185 - 198. Shia, R.M. (1998) Assessing academic motivation: A look at student goals and personal strategy. Available at http://www.cet.edu/pdf/motivation.pdf. [Accessed January, 2010] Soenes, B. and Vansteenkiste, M. (2005) Antecedents and outcomes of self-determination of behavior, Journal of Youth & Adolescence, 34, 589-604. Van der Sluis, S., Vinkhuyzen, A.A.E., Boomsma, D.I. and Posthma, D. (2010) Sex differences in adults’ motivation to achieve, Intelligence, 38, 443-446. Vallerand, R.J., Blaus, M.R., Briere, N.M. and Pelletier, L.G. (1989) Construction and validation of the Academic Motivation Scale, Canadian Journal of Behavioral Sciences, 21, 323-349.

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Y1 - 2013/9/6

N2 - This study reflects preliminary analyses from a longitudinal study examining the role of an enhanced first year induction programme for sport students at the University of Ulster and the psychological factors impacting on the first year transition including: motivation; academic stress; self-esteem; student and lecturer role expectations; and, academic performance expectations. The findings have relevance both to the design of induction programmes and the content of first year undergraduate programmes but also for the wider management of student engagement and student retention. Central to this is motivation and the need to promote “pupils’ engagement in learning and motivational resilience” (McLean, 2009, p.5).

AB - This study reflects preliminary analyses from a longitudinal study examining the role of an enhanced first year induction programme for sport students at the University of Ulster and the psychological factors impacting on the first year transition including: motivation; academic stress; self-esteem; student and lecturer role expectations; and, academic performance expectations. The findings have relevance both to the design of induction programmes and the content of first year undergraduate programmes but also for the wider management of student engagement and student retention. Central to this is motivation and the need to promote “pupils’ engagement in learning and motivational resilience” (McLean, 2009, p.5).

M3 - Article

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EP - 56

JO - Perspectives on Practice and Pedagogy

T2 - Perspectives on Practice and Pedagogy

JF - Perspectives on Practice and Pedagogy

SN - 2044-7388

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