and initiate requests for additional help.
Students need to monitor their own progress.
Paying attention in class is more important.
Studying is more important.

4. The Support category includes the significant
differences in the amount of support that students
reccive.

Relationships with family and friends change.

There is less contact with instructors.

There is less individual feedback.

Instructors sometimes are not student-cen-
tered.

There often is more academic competition.

Behavior problems are not tolerated.

The environment often is impersonal.

Students often are given little direction.

5. The Stress category includes differences in the
concerns and perceived pressures students
experience.

There is an increased work load and a faster
pace.

Students are more independent and are held
accountable for their behavior.

It is more difficult to earn high grades.

An entire course is completed in 14 weeks or
less.

Many students experience increased financial
responsibilities.

Many students experience new and often
increased social pressures.

Students are expected to know what they want
from college, classes, life, etc.

6. The Responsibility category includes the changes
associated with a student’s role in high school
and college.

There are an increased number of choices and
decisions to be made.

More self-evaluation and monitoring are
required.

More independent reading and studying are
required.

Students are more responsible for managing
their own time and commitments.

Students establish and attain their own goals.

Students determine when they need help and
must locate the appropriate resources.

Students are more responsible to whomever is
paying for their education (including
themselves!).

Interest in learning often must be generated by
the student.

Motivation to succeed often must be gener-
ated by the student.

Summary

Using information we have gathered about the
changes that take place when students make the
transition from high school to college can help instruc-
tors and student affairs personnel to facilitate this
process. Our experience with students in an under-
graduate learning-to-learn course indicates that many
students are not aware of the different environmental
and task demands that they will face in college.
Helping students to become aware of these changes
and of the role that they will need to play in obtaining
their education is an important goal for all of us who
want to help students maximize their chances of
succeeding in college.

Claire E. Weinstein, Professor, Educational Psychology

Karalee Johnson, Robert Malloch, Scott Ridley, Paul
Schultz, Graduate Students, Educational Psychology

For further information, contact Dr. Weinstein at The
University of Texas at Austin, EDB 352, Austin, TX
78712.

 

Suanne D. Roueche, Editor

 

September 30, 1988, Vol. X, No. 21

©The University of Texas at Austin, 1988
Further duplication is permitted by MEMBER
institutions for their own personnel.

o

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD),

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tium members for $35 per year. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation.
Issued weekly when classes are in session during fall and spring terms and once during the summer. ISSN 0199-106X.