Transition to university: the role played by emotion

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dc.contributor.authorMcMillan, Wendy
dc.date.accessioned2014-02-17T20:39:51Z
dc.date.available2014-02-17T20:39:51Z
dc.date.issued2013
dc.description.abstractStudents experience transition to university as challenging. Recent studies implicate emotion in university success. This paper reports on a pilot study to examine the extent to which school to university transition is experienced as emotional. Understanding the role of emotion in this transition can inform mechanisms for student support. This qualitative study used focus group interviews to elicit insider accounts of transition. The pilot cohort consisted of a tutorial group of twenty-eight students from within the class of one hundred and eight first year students at one Faculty of Dentistry in South Africa. Three focus group interviews were conducted. Issues identified in the literature as significant were used to analyse the data. Eleven descriptive tags related to transition and associated with emotion were identified from the data. These were clustered into four themes – ‘academic challenges’, ‘friends and family’, ‘outside constraints’ and ‘identity’. Findings suggest that emotions are a natural part of the experience of transition. Drawing on insights of students’ emotional needs, it is suggested that students in transition need a roadmap and a guide. A framework, to be used as a roadmap, is suggested. Peer mentoring is discussed as a mechanism for mediating the framework and thus for supporting students in the transition.en_US
dc.description.accreditationWeb of Scienceen_US
dc.identifier.citationMcMillan, Wendy. (2013). Transition to university: the role played by emotion. European Journal of Dental Education, 7(3): 169-176en_US
dc.identifier.issn1396-5883
dc.identifier.urihttp://hdl.handle.net/10566/1028
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherWiley-Blackwellen_US
dc.rightsThis is the author's post print version of an article published by Wiley-Blackwell
dc.source.urihttp://dx.doi.org/10.1111/eje.12026
dc.status.ispeerreviewedtrue
dc.subjectFirst year studentsen_US
dc.subjectEmotionsen_US
dc.subjectProfessional identity developmenten_US
dc.subjectPeer mentoringen_US
dc.titleTransition to university: the role played by emotionen_US
dc.typeArticleen_US

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