Ulrike Bavendiek: Changes in the Learning Situation and their Impact on the Motivational Profiles of First-Year University Students. Slides from the University of Liverpool Learning and Teaching Conference 2009.
First year students are expected to adapt to learning situations which can be markedly different from the ones they prospered in during their secondary education. Nine first-year students in SOCLAS were interviewed first at the beginning of their studies and again in the second semester with the aim of identifying changes in the learning environment between school and university and to explore their impact on the motivational profiles of the students. I will present some perceived differences and argue that lecturers need to be aware of the challenges in order to help first year students develop metacognitive, affective and social strategies necessary for effective learning in HE.
This paper reports on selected findings from a study supported by the Pedagogical Research Fund for Languages, Linguistics and Area Studies in Higher Education, phase three. A more comprehensive report can be found under http://www.llas.ac.uk/projects/2631