The university entrance phase has been a challenging transitional phase in the lives of young people not only since the Corona pandemic. However, the increasing digitization of university teaching due to Corona is intensifying the already familiar challenges and also making them increasingly noticeable for all those involved. International research shows that not only subject-related support can ensure a successful transition to university, but that support for psychosocial factors such as study-related self-efficacy also has a decisive influence on academic success and retention.
Therefore, in collaboration with Dr. Juliane Fuge, we conducted an intervention study in a control group design with pre- and post-test in WiSe20/21 as part of the peer mentoring program to explore the effects of an intervention to increase academic and exam self-efficacy in the digital semester. The intervention was designed to influence the individual assessment process of challenging situations. In addition, possible correlations regarding personal resources and the perception of social relationships among students were considered.
The results were scientifically evaluated and interpreted. With the help of a latent class analysis, it could be shown that the intervention could actually lead to an increase in self-efficacy within the subclass that started their studies with lower self-efficacy, whereas this could not be observed either in the control group or in the class with higher self-efficacy.
Büker, R. & Jenert, T. (2021). Being a first-year student during COVID-19 pandemic. Zeitschrift für Hochschulentwicklung 16(3), 45-66. https://zfhe.at/index.php/zfhe/article/view/1545