A Transitional Year Level to Higher Education: Challenges, Experiences and Self-regulatory Strategies during the Final Year of the University Preparatory Level
Barra lateral del artículo
219)
Contenido principal del artículo
Autores/as
Resumen
132
Final Year level of the University Preparatory cycle (FYUP) –in Spanish 2º Bachillerato– is one of the most challenging academic courses. It is extremely demanding academically in itself and by the end of it students must also pass the university entry exam. Yet research has not investigated how students experience this year. We thus explored, using in-depth interviews with 75 students from two public high schools, their attitudes toward this academic year. Our results showed that (a) the participants struggled greatly during FYUP, experiencing high levels of academic stress (that affects their general well-being, mostly because of the high academic demands); (b) students were looking forward to their university experience but were concerned about failing or not finding their place; and (c) they reported a narrow range of learning, motivational, and emotional strategies. This study shows that students face significant learning and academic challenges during FYUP. A clear educational implication is that interventions should be implemented in earlier years to help the students be better prepared.
Referencias
Bazeley, P. (2013). Qualitative data analysis. practical strategies. London: Sage.
Benito, R. and Alegre, M. A. (2012). The changing patterns of individual and school effects on educational transitions. Evidence from Catalan data (Spain). Educational Research, 54(1), 65-87.
Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman and D. H. Schunk (Eds.), Handbook of selfregulation of learning and performance (pp. 408-425). New York: Routledge.
Brinkworth, R., McCann, B., Matthews, C. and Nordström, K. (2009). First year expectations and experiences: Student and teacher perspectives. Higher Education, 58(2), 157-173.
Coertjens, L., Brahm, T., Trautwein, C. and Lindblom-Ylänne, S. (2017). Students’ transition into higher education from an international perspective. Higher Education, 73(3), 357-369.
de Boer, H., Donker, A. S., Kostons, D., D. N. M. and van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98- 115.
Dias, D. and Sá, M. J. (2014). The impact of the transition to HE: Emotions, feelings and sensations. European Journal of Education, 49(2), 291-303.
Dignath, C., Buettner, G. and Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A metaanalysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129.
Estévez, I., Rodríguez, S., Valle, A., Regueiro, B. and Piñeiro, I. (2016). Incidencia de las metas académicas del alumnado de secundaria en su gestión motivacional. Aula Abierta, 44(2), 83-90.
Flick, U. (2007). Managing Quality in Qualitative Research (Book 8 of the SAGE Qualitative Research Kit). Londres: Sage.
Galotti, K. M. (1999). Making a “major” real-life decision: College students choosing an academic major. Journal of Educational Psychology, 91(2), 379-387.
Holmegaard, H. T., Ulriksen, L. M. and Madsen, L. M. (2014). The process of choosing what to study: A longitudinal study of upper secondary students’ identity work when choosing higher education. Scandinavian Journal of Educational Research, 58(1), 21-40.
Jackson, C. (2010). Fear in education. Educational Review, 62(1), 39-52.
Karabenick, S. A. and Dembo, M. H. (2011). Understanding and facilitating self regulated help seeking. New Directions for Teaching and Learning, (126), 33-43.
Koivuniemi, M., Panadero, E., Malmberg, J. and Järvelä, S. (2017). Higher education student’s learning challenges and regulatory skills in different learning situations. Infancia y Aprendizaje, 40(1), 19-55.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks: Sage Laborda, J. G. (2012). Presentación. De la Selectividad a la Prueba de Acceso a la Universidad: pasado, presente y un futuro no muy lejano. Revista de Educación, (357), 17-28.
Looney, J. (2011). Developing high-quality teachers: Teacher evaluation for improvement. European Journal of Education, 46(4), 440-455.
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.
Muñoz-Repiso Izaguirre, M. and Murillo Torrecilla, F. J. (1999). La selectividad a examen. Estudio comparativo del acceso a la universidad en algunos países de Europa. Cuadernos de Pedagogía, (282), 91-97.
Nagy, G., Trautwein, U., Baumert, J., Köller, O. and Garrett, J. (2006). Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value. Educational Research and Evaluation, 12(4), 323-345.
Niculescu, A. (2015). Hidden in plain sight: Capturing freshmen emotional experiences and their effects on performance at university (PhD, Maastricht University, The Netherlands).
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422).
Pekrun, R., Goetz, T., Titz, W. and Perry, R. P. (2002). Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37(2), 91-105.
Pérez, A. B. (2017). Reexamining our approach to college access. New England Board of Higher Education, https://nebhe.org/journal/reexamining-our-approach-tocollege-access/
Reay, D. (2018). Working class educational transitions to university: The limits of success. European Journal of Education, 53(4), 528-540.
Sang, B., Pan, T., Deng, X. and Zhao, X. (2018). Be cool with academic stress. The association between emotional states and regulatory strategies among Chines adolescents. Educational Psychology, 38(1), 38-53.
Schwinger, M. and Stiensmeier-Pelster, J. (2012). Effects of motivational regulation on effort and achievement: A mediation model. International Journal of Educational Research, 56, 35-47.
Spanish Ministry of Education (n.d.). Contenido de Enseñanzas de Bachillerato. Retrieved from http://www.mecd.gob.es/mecd/dms/mecd/educacion-mecd/areas-educacion/sistema-educativo/ensenanzas/bachillerato/Organizacin- Bachillerato.pdf
Spanish Ministry of Education (2005). REAL DECRETO 55/2005, de 21 de enero, por el que se establece la estructura de las enseñ anzas universitarias y se regulan los estudios universitarios ofi ciales de Grado. Retrieved from https://www.boe.es/boe/dias/2005/01/25/pdfs/A02842-02846.pdf
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
Veenman, M. V. J. (2017). Learning to self-monitor and self-regulate. In R. E. Mayer and P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197-218). New York: Routledge.
Weinstein, C. E., Acee, T. W. and Jung, J. (2011). Self regulation and learning strategies. New directions for teaching and learning, (126), 45-53.
Zimmerman, B. J. and Martínez Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich and M. Zeidner (Eds.), Handbook of Self- Regulation (pp. 13-40). San Diego: Academic Press.
Detalles
Detalles del artículo
Derechos de autor
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. La Universidad de Navarra (el Servicio de Publicaciones como su editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2. © Servicio de Publicaciones, Universidad de Navarra, 2015
2. Estudios sobre Educación es una revista de acceso abierto, lo cual significa que todos sus contenidos están accesibles sin ningún tipo de cargo para el usuario ni para su institución. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente la versión editorial (versión publicada por la editorial con sus logos, paginación, indicación del volumen y número de la revista, ISSN, DOI, etc.), para favorecer su circulación y difusión, y con ello un posible aumento en su citación y alcance entre la comunidad académica.
