Supporting students’ transition to higher education: the effects of a pre-academic programme on sense of belonging, academic self-efficacy, and academic achievement-Reference-Cited by-同舟云学术

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Supporting students’ transition to higher education: the effects of a pre-academic programme on sense of belonging, academic self-efficacy, and academic achievement

Published:2024-04-16 Issue: Volume: Page:1-22
ISSN:2156-8235
Container-title:European Journal of Higher Education
language:en
Short-container-title:European Journal of Higher Education

Author:

van Lamoen Pieter M.¹^ORCID,Meeuwisse Marieke¹^ORCID,Hiemstra Annemarie M.F.¹^ORCID,Arends Lidia R.¹²^ORCID,Severiens Sabine E.¹³^ORCID

Affiliation:

1. Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands

2. Department of Epidemiology & Biostatistics, Erasmus MC, University Medical Center Rotterdam, Rotterdam, The Netherlands

3. Department of Education for Primary Education, Erasmus University Rotterdam, Rotterdam, The Netherlands

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/21568235.2024.2331122

Reference47 articles.

1. College integration and social class

2. Bandura, A. 1997. Self-Efficacy: The Exercise of Control. New York: Freeman and Company.

3. Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties

4. Building bridges: understanding student transition to university

5. Measuring the beginning: a quantitative study of the transition to higher education

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