Predicting retention, understanding attrition a prospective study of foundation year students-Sanders L.pdf (483.74 kB)
Download file

Predicting retention, understanding attrition: a prospective study of foundation year students

Download (483.74 kB)
journal contribution
posted on 05.04.2022, 16:00 authored by Lalage Sanders, Annette P. Daly, Katherine Fitzgerald
The aim of this study was to evaluate two psychometric tools for identifying students at risk of failing to progress from a Foundation Year (FY) programme, a preparatory programme for those without the qualifications to enrol directly on to an undergraduate degree. Students from four FY programmes across two UK universities were invited to complete the survey at the start of the academic year (Time-1) and again towards the end of the FY (Time-2). The survey comprised the Academic Behaviour Confidence and Performance Expectation Ladder scales designed to measure students’ expectations of their academic performance and achievement. From a total of 198 participants (85% of enrolments), 90 completed measures at both points. End of year examining board outcomes were matched to the survey data. Time 1 data showed that two subscales of the confidence measure, Grades and Attendance, were indicative of subsequent progression issues. At Time 2, diminishing expectations were evident amongst those who subsequently failed to progress indicating a process of disengagement. Therefore these measures could be used to identify students who might benefit from targeted interventions to help uncertain new entrants access the benefits that Higher Education can provide

History

Published in

Widening Participation and Lifelong Learning

Publisher

Open University, Centre for Widening Participation

Version

AM (Accepted Manuscript)

Citation

Sanders, L.D., Daly, A.P. and Fitzgerald, K. (2016) 'Predicting retention, understanding attrition: a prospective study of foundation year students', Widening Participation and Lifelong Learning, 18(2), pp.50-83

Print ISSN

1466-6529

Electronic ISSN

2045-2713

Cardiff Met Affiliation

Cardiff School of Sport and Health Sciences

Cardiff Met Authors

Lalage Sanders

Cardiff Met Research Centre/Group

  • Applied Psychology and Behaviour Change

Copyright Holder

© The Publisher

Language

en

Usage metrics

Read the peer-reviewed publication

Exports