Supporting students’ transition to higher education: the effects of a pre-academic programme on sense of belonging, academic self-efficacy, and academic achievement

Abstract

The transition to higher education is a challenging period for many students and requires support. Because students’ backgrounds, such as being a first-generation in higher education student, shape experiences in higher education, it is important to consider these factors when organizing support. Using a quasi-experimental pre-test–post-test design, the current study examined the effects of an online pre-academic programme (PAP) specifically aimed to address background-related challenges, on early academic achievement, sense of belonging, academic self-efficacy, and mobilization of on-campus social capital. Multilevel regression analyses of achievement data (NPAP = 463; NControl = 948) and psychosocial data (NPAP = 115; NControl = 544) indicated a positive effect of PAP on achievement and sense of belonging, but not on self-efficacy. Mediation analyses showed that effects of PAP did not vary according to background factors. Path analysis further showed a positive association of PAP participation and mobilization of peer social capital, which partly mediated the effect on sense of belonging. No associations were found with mobilization of faculty social capital. The results suggest that PAP participation positively affects students’ transition to HE, in terms of early achievement, sense of belonging in HE, and mobilization of peer capital.