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Transitions into higher education : gendered implications for academic self-concept.

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Transitions into higher education : gendered implications for academic self-concept. / Jackson, C.
In: Oxford Review of Education, Vol. 29, No. 3, 09.2003, p. 331-346.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jackson, C 2003, 'Transitions into higher education : gendered implications for academic self-concept.', Oxford Review of Education, vol. 29, no. 3, pp. 331-346. https://doi.org/10.1080/03054980307448

APA

Jackson, C. (2003). Transitions into higher education : gendered implications for academic self-concept. Oxford Review of Education, 29(3), 331-346. https://doi.org/10.1080/03054980307448

Vancouver

Jackson C. Transitions into higher education : gendered implications for academic self-concept. Oxford Review of Education. 2003 Sept;29(3):331-346. doi: 10.1080/03054980307448

Author

Jackson, C. / Transitions into higher education : gendered implications for academic self-concept. In: Oxford Review of Education. 2003 ; Vol. 29, No. 3. pp. 331-346.

Bibtex

@article{32f29dd4095c468eb8d0a082823976b7,
title = "Transitions into higher education : gendered implications for academic self-concept.",
abstract = "This paper focuses on the impact of the transition into higher education upon facets of students' academic self-concept. Drawing upon data collected from undergraduate students at three universities in the north of England it considers the question: does moving from a relatively small pond (sixth form or college) where many students are likely to feel like fairly 'big fish', to a larger pond (university) where most students are likely to feel like much 'smaller fish', affect academic self-concepts? Results suggest that self-concept changes are gender-specific. Overall, female students displayed a significant decline in academic self-concepts in some domains over the transition into higher education, whilst the self-concept levels of the men did not change significantly. A number of possibilities are explored to explain the gendered nature of this finding.",
author = "C. Jackson",
year = "2003",
month = sep,
doi = "10.1080/03054980307448",
language = "English",
volume = "29",
pages = "331--346",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Transitions into higher education : gendered implications for academic self-concept.

AU - Jackson, C.

PY - 2003/9

Y1 - 2003/9

N2 - This paper focuses on the impact of the transition into higher education upon facets of students' academic self-concept. Drawing upon data collected from undergraduate students at three universities in the north of England it considers the question: does moving from a relatively small pond (sixth form or college) where many students are likely to feel like fairly 'big fish', to a larger pond (university) where most students are likely to feel like much 'smaller fish', affect academic self-concepts? Results suggest that self-concept changes are gender-specific. Overall, female students displayed a significant decline in academic self-concepts in some domains over the transition into higher education, whilst the self-concept levels of the men did not change significantly. A number of possibilities are explored to explain the gendered nature of this finding.

AB - This paper focuses on the impact of the transition into higher education upon facets of students' academic self-concept. Drawing upon data collected from undergraduate students at three universities in the north of England it considers the question: does moving from a relatively small pond (sixth form or college) where many students are likely to feel like fairly 'big fish', to a larger pond (university) where most students are likely to feel like much 'smaller fish', affect academic self-concepts? Results suggest that self-concept changes are gender-specific. Overall, female students displayed a significant decline in academic self-concepts in some domains over the transition into higher education, whilst the self-concept levels of the men did not change significantly. A number of possibilities are explored to explain the gendered nature of this finding.

U2 - 10.1080/03054980307448

DO - 10.1080/03054980307448

M3 - Journal article

VL - 29

SP - 331

EP - 346

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 3

ER -