Transition experiences in HE: the role of expectations, social identity and personal growth

Maunder, R., Cunliffe, M. and Mjali, S. (2010) Transition experiences in HE: the role of expectations, social identity and personal growth. Poster presented to: 2nd Annual Aim Higher West Yorkshire Symposium: What is Transition?, University of Leeds, England, 2010-07-16.

Maunder_2010_Transition_experiences_in_HE_the_role_of_expectations_social_identity_and_personal_growth (313kB)

Item Type:	Conference or Workshop Item (Poster)
Abstract:	Transitions refer to periods when people experience a change in their everyday routine (Zittoun et al., 2003). In the course of education, such transitions occur as people move into different stages of their learning (Hviid & Zittoun, 2008). Previous investigations of transition in higher education have highlighted aspects such as perceived academic competence, motivation and social and personal identity as important in the process (Fazey & Fazey, 2001; Maunder et al, 2010). Understanding students‟ higher education transition experiences can 1) provide insight into how learners experience their educational journey and 2) benefit institutions in their induction and support processes. The aim of this investigation therefore was to explore how undergraduate psychology students talk about their experiences of transition in higher education.
Creators:	Maunder, Rachel, Cunliffe, M and Mjali, S
Faculties, Divisions and Institutes:	Faculties > Faculty of Health & Society > Psychology Research Centres > Centre for Psychology and Social Sciences
Date:	16 July 2010
Date Type:	Publication
Journal or Publication Title:	2nd Annual Aim Higher West Yorkshire Symposium: What is Transition?
Event Title:	2nd Annual Aim Higher West Yorkshire Symposium: What is Transition?
Event Dates:	2010-07-16
Event Location:	University of Leeds, England
Event Type:	Other
Language:	English
Status:	Published / Disseminated
Refereed:	No
Related URLs:	https://pure.northampton.ac.uk/en/public...
URI:	http://nectar.northampton.ac.uk/id/eprint/11682

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