First year transition experiences and effects on student outcomes

Abstract

Hong Kong’s educational system is undergoing a major reform, and in higher education an additional year will be added to the existing structure. This unique situation creates opportunities to rethink the curriculum to develop one that provides better first year transition experiences to promote better student outcomes. Research findings indicated freshmen often experience adjustment issues in academic study and social and psychological well-being. In this study, we developed indicators of students’ perceptions of academic transition, induction to disciplinary knowledge, and integration into the university community for first year undergraduates in Hong Kong. Data were collected from 458 undergraduates across disciplines at the end of their first year of study. Regression models were estimated to examine the relationships between student perceptions of these three areas of transition into first year and student learning outcomes. Findings revealed that better induction into the discipline and integration into the university were more likely to predict positive student outcomes. The findings of this study would be used to inform the design of new first year curriculum.