Student Perceptions of the Transition from High School to University: Implications for Preventative Programming
Shelly Birnie-Lefcovitch · Journal of The First-Year Experience & Students in Transition · 2000
Drawing on conceptual knowledge about normative life transitions and using a panel-design survey methodology, this paper reports on a study that examines students' perceptions about the move from high school to university. All participants were first-time, full-time, first-semester students enrolled in biological or environmental science programs at a mid-size university located in southwestern Ontario. The findings reveal that, both prior to and following the first-semester, the vast majority of students view this transition as a normative life event, with most feeling ownership for the decision to attend university, believing this is the right time in their lives to be at university, expecting to attend and feeling prepared for university, and having good feelings about going to university. However, particular areas of concern perceived by students include: the way their interpersonal relationships might change, the length of time it might take to adjust, and the stresses associated with the first semester. The study also found that low-income students perceive higher levels of concern about the transition than do their more affluent counterparts. In addition, first-generation students and women seem to perceive increased levels of concern over time. These findings are used to inform the broad outlines of comprehensive primary prevention efforts meant to promote successful adaptation.