The importance of self-efficacy in transition to higher education: a case study on an online Induction resource for Master’s students

Abstract

The state of a student’s self-efficacy, or belief in oneself to achieve a particular result (Bandura, 1997), influences their academic performance (Schunk and Pajares, 2002). Hence supporting students to enhance their self-efficacy from the start of their learning journey is significant to achievement of their degree. One of the ways to improve student’s self-efficacy in their transition to university is through training since the provision of information and active learning enables students to make informed decisions about their education, professional development, and personal circumstances during their studies. This is significant for students who may not have studied previously in the UK since negotiating a foreign culture and education system can influence their confidence to thrive in a higher education environment. Therefore, the paper seeks to answer the question, “How does the self-efficacy of students who previously studied in the UK compare with students who did not previously study in the UK following completion of an online Induction resource?” by evaluating a virtual Moodle course designed and implemented in the 2022-2023 academic year to support students to transition into learning at an engineering and business department. Analysing responses collected from 61 full-time master's students to an online survey post-completion of the Induction resource, this initial study finds that the Moodle course is helpful in supporting student’s transition to study. Reflections and recommendations for improving this resource to benefit student self-efficacy are provided to support the work of engineering educators dedicated to enhancing the student experience.