Learning to Lead Themselves: Factors that shape first-year students' self-directed learning

Abstract

First-year students are often unprepared to shift from structured teacher-centred learning within the school environment to independent university learning. Self-directed learning (SDL) is a significant factor that can contribute to a positive transition to higher education. This study explores the factors influencing first-year students' academic achievements and setbacks as they navigate self-directed learning during their first six weeks at university. Tinto’s (1988) Model of Transitioning is the theoretical lens and analytical tool used. One hundred and fifty-eight first-year students were purposively selected. Data were collected using open ended questionnaires. Responses were categorised by means of an emergent and a priori thematic analysis. The overall findings indicate that participants identified social, psychological and academic factors that positively influenced their ability to self-direct their learning. Participants highlighted determination as the primary positive factor and fear as the primary barrier that impacted their ability to self-direct their learning during their transition to university. The study recommends that university management and academic staff should prioritise psychological support and social connections in the development of first-year teaching and learning activities to enhance students’ ability to self-direct their learning.