Isabelle Ball, Moitree Banerjee, Andrew Holliman, Ian Tyndall
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引用次数: 0
摘要
升入大学是一个巨大变化和调整的时期。大学生活的挑战会给学生带来许多负面影响。尽管成功过渡对学生和大学都很重要,但目前的文献包括方法上的不一致和分析目标上的差异,这使得我们很难确定有助于预测过渡成功的最突出和最有效的因素。本文系统回顾了将个人层面的风险和保护因素与升入大学的学生学业成绩挂钩的研究。这是一项大型综述的一部分,该综述遵循了系统综述和荟萃分析首选报告项目(PRISMA)和无荟萃分析综合(SWiM)指南,在系统综述国际前瞻性登记册(PROSPERO,CRD42022330515)上进行了预先登记,并搜索了 PsychInfo、Web of Science 和 ERIC 数据库。如果研究对象是 "传统的 "大学一年级过渡学生,并且是纵向研究,则被纳入研究范围;如果研究对象是特定的学生亚群(如留学生),则被排除在外。搜索结果显示有 27 篇文章符合条件,突出了从个性特征到拖延症和完美主义等广泛的突出因素。我们将对研究结果进行讨论,以便推动研究工作,采取干预措施,提高学生成功过渡到大学的概率。
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement
The transition to university is a time of great change and adjustment. The challenges of university life can lead to numerous negative consequences for the students. Despite the importance of successful transition for both the student and the university, the current body of literature comprises methodological inconsistencies and disparate analytical goals that make it difficult to identify the most salient and effective factors that help predict transition success. This paper presents a systematic review of research linking personal level risk and protective factors to the outcome of academic achievement among students making the transition to university. This is part of a larger review, following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Synthesis Without Meta-analysis (SWiM) guidelines, preregistered on the International Prospective Register of Systematic Reviews (PROSPERO, CRD42022330515), searching PsychInfo, Web of Science, and ERIC databases. Records were included if they studied ‘traditional’ first year students transitioning to university and were longitudinal in design and excluded if they looked at specific subgroups of students (e.g. international students). The search yielded 27 articles that were eligible, highlighting a broad range of salient factors ranging from personality traits to procrastination and perfectionism. The findings are discussed in relation to moving the research forward towards an intervention to enhance the probability of successful student transition to university.
期刊介绍:
Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.