Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report
<em>Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to...
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Queensland University of Technology
2013-04-01
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doaj-b3e5b03132a345798a34ae985bdebfa42020-11-25T03:50:53ZengQueensland University of TechnologyInternational Journal of the First Year in Higher Education1838-29592013-04-014110911610.5204/intjfyhe.v4i1.14975Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice ReportGerard Francis Hoyne0Keith McNaught1University of Notre Dame AustraliaUniversity of Notre Dame Australia<em>Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to engage. Our data has shown that Health Science students are reluctant to engage with academic support services despite being made aware of their academic deficiencies. The “psychology of seeking support” was used as a lens to identify some of the multifaceted issues around student engagement. The School of Health Sciences made attendance at support courses compulsory for those students who were below the benchmark score in a post entrance literacy test. Since the policy change was implemented, there has been a 50% reduction in the fail rate of “at risk” students in a core literacy unit. These findings are encouraging and will help reduce student attrition in the long term.</em>https://fyhejournal.com/article/view/149First year transition, academic skills, retention |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Gerard Francis Hoyne Keith McNaught |
spellingShingle |
Gerard Francis Hoyne Keith McNaught Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report International Journal of the First Year in Higher Education First year transition, academic skills, retention |
author_facet |
Gerard Francis Hoyne Keith McNaught |
author_sort |
Gerard Francis Hoyne |
title |
Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report |
title_short |
Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report |
title_full |
Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report |
title_fullStr |
Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report |
title_full_unstemmed |
Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report |
title_sort |
understanding the psychology of seeking support to increase health science student engagement in academic support services. a practice report |
publisher |
Queensland University of Technology |
series |
International Journal of the First Year in Higher Education |
issn |
1838-2959 |
publishDate |
2013-04-01 |
description |
<em>Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to engage. Our data has shown that Health Science students are reluctant to engage with academic support services despite being made aware of their academic deficiencies. The “psychology of seeking support” was used as a lens to identify some of the multifaceted issues around student engagement. The School of Health Sciences made attendance at support courses compulsory for those students who were below the benchmark score in a post entrance literacy test. Since the policy change was implemented, there has been a 50% reduction in the fail rate of “at risk” students in a core literacy unit. These findings are encouraging and will help reduce student attrition in the long term.</em> |
topic |
First year transition, academic skills, retention |
url |
https://fyhejournal.com/article/view/149 |
work_keys_str_mv |
AT gerardfrancishoyne understandingthepsychologyofseekingsupporttoincreasehealthsciencestudentengagementinacademicsupportservicesapracticereport AT keithmcnaught understandingthepsychologyofseekingsupporttoincreasehealthsciencestudentengagementinacademicsupportservicesapracticereport |
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