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In 1984, 937 first-year students at the University of Alberta were surveyed across multiple faculties. Findings identify family influence, university reputation, and proximity as key decision factors, highlight major goals and perceived preparedness in specific skills, and show need for adjustment in workload, stress, difficulty, and instructional 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concerns in the literature over freshman students andby the need to know more about students'perceptions of their universityexperience.In 1984,all 937 first-year students in the Faculties of Arts,Business,Education,Engineering,and Science who had come directly to the University ofAlberta from high school were asked about their university experiences and thetransitionfrom high school.Family members,the University's reputation,and theUniversity's proximity exerted the greatest influence upon the decision to attend.Preparation for an interesting career,obtaining awell-paying job,and learningabout topics of special interest were the most important goals associated with theirprograms.Students considered that they were best prepared in reading skills,listening skills,and taking notes,and least well prepared in budgeting time,library skills,and study skills.Most assessed that they were working considerablyharder than at high school,and many said that high school had not adequatelyprepared them for university.The greatest need to adjust occurred in amount ofwork,stress,difficulty of work,and methods of instruction.Students variedconsiderably in the extent to which their expectations were met and the time takento feel \"at ease.\"  \n## RÉSUMÉ\n\nCette étude est née d'une part,des préoccupations soulevées dans les publicationssur les étudiants nouvellement inscritsàl'université et d'autre part,de la nécessitéde mieux connaftre leur perception sur leur expérience universitaire.En 1984,tous les étudiants de premiere année des Facultés des Arts,du Commerce,deI'Education,de I'Ingénierie et des Sciences venant des écoles secondaires pourentrer directement àl'Université de I'Alberta ont été interrogés sur la transitiondel'école secondaire et sur leur expérience universitaire.Ce sont les membres de  \n*Dr.Holdaway is Professor of Educational Administration and Director of Institutional Research andPlanning at the University of Alberta.Ms.Kelloway is Academic Analyst in the Office of InstitutionalResearch and Planning at the University of Alberta.  \nla famille,la réputation de I'Université et sa proximité qui ont exercé la plusgrande influence sur leur décision de s'inscrire.La préparation dune carriereintéressante,L'obtention d'un travail bien rémunéré et la connaissance de sujetsprésentant un interet particulier ont été les principaux facteurs qui ont déterminéleur choix de programme.Les étudiants ont considéré qu'ils avaient bien étépréparés dans leur compétence à lire,écouter,et prendre des notes,et moins bienpréparés dans leur compétence à gérer leur temps,étudier et se servir de labibliothèque.La plupart ont considéré qu'ils travaillaient plus fort qu'alécolesecondaire et que celle-ci ne les avait pas préparés de facon adéquate àl'univer-sité.Le plus grand besoin auquel les étudiants ont dú s'ajuster,c'est au montantde travail,à sa difficulté,au stress et aux méthodes denseignement.Les étudiantsvariaient considérablement dans leurs réponses sur la satisfaction de leur attenteet sur le temps nécessaire pour qu'ils se sentent a l'aise.  \nConcern is commonly expressed about the rate of attrition in university.This rateis by far the highest in the first year of studies.What are students'expectations andaspirations when they first go to university?Do they go to university unpreparedfor what they are about to undertake?Do they get involved in the manyextracurricular activities available?To what specific aspects of university life dothey have trouble adjusting?Can and should universities be of more help tofirst-year students?These are only a few of the questions related to attrition whichAmerican researchers have studied and discussed.The considerable interest in thisarea has been recently manifested in the holding of international conferences onthe Freshman Year at Columbia(South Carolina)and Newcastle-","cbCaidrEkJFPPnWm","https://ap.wps.com/l/cbCaidrEkJFPPnWm","pdf",654864,17,"English","# Abstract\n# Résumé\n# Expectations of University\n# Preparation","[{\"question\":\"What concerns led to initiating this study?\",\"answer\":\"The study was initiated due to concerns in the literature about freshman students and the need to understand students’ perceptions of their university experience.\"},{\"question\":\"How were first-year students selected and surveyed in 1984?\",\"answer\":\"In 1984, all 937 first-year students entering from high school were asked about their university experiences and their transition from high school.\"},{\"question\":\"Which factors most influenced students’ decisions to attend university?\",\"answer\":\"Family members, the university’s reputation, and the university’s proximity exerted the greatest influence on students’ decisions to attend.\"}]","First Year at University: Perceptions and Experiences of Students | PDF",1792084409,43]