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).
|Journal||Perspectives on Pedagogy and Practice - Centre for Higher Education Research & Practice|
|Publication status||Published (in print/issue) - 6 Sept 2013|
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