Martin Rowley, Keele University, Staffordshire, UK.

1. In their own words: second-year university students' views about their psychology course. Martin Rowley, Keele University, Staffordshire, UK. Derek Larkin, Edge Hill University, Liverpool, UK. James Hartley, Keele University, Staffordshire, UK.

2. Rationale • ‘Mass’ higher education system in the UK. • Psychology one of the most popular degree choices. • Concern about retention. - Highest risk of withdrawal in Year 1. - Course related factors: preparedness, study problems, course choice, how course fits with future plans? - Continuing Year 1 students cite similar study problems as students who withdraw. (Rowley, Hartley & Larkin, in press). - Engagement?

3. Other issues in England and Wales • Psychology NOT part of compulsory school curriculum (up to age 16). • Pre-university psychology qualification (post-16, ‘A’-level) NOT a requirement for university study. • Around four times as many females study psychology at university. • A variety of degree types including ‘single-honours’, ‘dual honours’, ‘combined’ honours, etc.

4. Sample N = 334 Single- (n=152) and dual-honours students (n=182). Procedure Students surveyed at mid-point of 3-year course. • Asked extent of agreement with 12 statements. • Plus gave written justification for each response. Analysis Quantitative – Likert scale (1 to 6) response to statements. Comparisons – by Qualification (with and without ‘A’-level psychology); by Gender by Degree type (single- / dual-honours: not reported here). Qualitative – Justifications for responses.

5. Our survey We asked second-year students their views about: • How prepared they had been to study at university. • Generic university study issues (e.g. organizing workload, contact time etc.). • Psychology-specific study issues (e.g. research methods and statistics, interest in course etc.). • How psychology course fits with future plans.

6. Statements about ‘preparedness’ Mean agreement score (Agree strongly = 6; Disagree strongly = 1) [sd.] However, this wasn’t the whole story…….. Students with a pre-university psychology qualification were more likely to say that when they came to university:

7. “I wasn’t aware of the amount of reading and research I would have to conduct.” (FDP). “Prepared for the subject just not the workload.” (MDP). “Never thought it would be this hard.” (MSP). “I studied psychology at ‘A’-level and did well but everything is ten times as hard here.” (FSP). “I am used to small seminar classes and so learning psychology in such a big environment is difficult.” (FSP). 24% of students who took ‘A’-level psychology felt it had not prepared them well for degree-level study. (F=Female; M=Male: D=Dual hons.; S=single hons.: P=psych. qual; N=No psych. qual.)

8. Around 45% who took ‘A’-level psychology said their expectations about the course had not been accurate. “Psychology ‘A’ gives a wrong impression of what would be covered.” (FSP). “‘A’-level is very different to degree level”. (FSP).

9. Surprising aspects of degree course Research methods, statistics and ‘science’.“At College level only studies were covered. I had no idea that statistics were involved.” (FDP). “I was not prepared for statistics.” (FSP).“Didn’t know it would involve biology.” (MSP).“Some very new and different content e.g. neuropsychology.” (FDP).“Didn’t think it involved so much scientific analysis.” (FDP).

10. Statements about ‘generic study issues’ Mean agreement score (Agree strongly = 6; Disagree strongly = 1) [sd.] Between-group differences only occurred for statement about independent reading.

11. Around 73% of students said they were not prepared for the amount of independent reading required at university. “I thought we would have more independent work but not as much as we do. It was a big jump.” (FSP). “At ‘A’-level everything is handed to you and you are told precisely what you need to read, whereas at university you have to motivate yourself.” (FDP). “‘A’-level psychology came from one textbook.” (FSP) “We weren’t prepared at school for this much reading.” (FDN) “Most people don’t do what’s expected anyway.” (MDP).

12. Around 50% of students had experienced workload problems. “I do meet deadlines but I don’t stay on top of my work, it’s mostly rushed.” (FDP). “I sometimes struggle when we have labs and essays and other work simultaneously.” (FSP). “Sometimes it’s difficult to juggle the work from two subjects.” (FDP). “I wasn’t fully prepared for all the social distractions university brings.” (FDP). “I know what needs to be done and when– it’s just motivation that I lack.” (FSP).

13. Statements about ‘psychology-specific study issues’ Mean agreement score (Agree strongly = 6; Disagree strongly = 1) [sd.] No between-group differences relating to pre-university qualification or gender. Some differences between single- and dual-honours students - not discussed here.

14. Around 61% of students said they were not interested in all aspects of their psychology course. “The biological psychology aspect or the research methods aren’t what I’m interested in.” (FDP). “I don’t like stats or brain related things.” (FSN). “I’m not interested in the biological / neurological aspects.” (FSP). “I hate the statistics and biology aspects. I don’t like numbers and molecules, I like people.” (FDP). “It’s too theoretical. I don’t get a sense of how what I am learning could help people.” (MDP)

15. Around 80% of students agreed that there was more emphasis on statistics than they would like. “I really find statistics difficult and I wasn’t aware how much we’d have to do.” (FSP). “I seriously did not know statistics was part of the course.” (FDN). “I don’t particularly enjoy statistics but do realise their importance in psychology.” (FSP). “I have no interest in statistics and do not wish to follow this route in later life.” (FDP).

16. Statements about ‘psychology and future plans’Mean agreement score (Agree strongly = 6; Disagree strongly = 1) [sd.] Female students were more likely to agree that:

17. Females more positive than males about how their psychology course fits with their future plans. Females “I took the course because I wanted to go into clinical psychology.” (FSP). “Even if I don’t go into psychology, it gives me an understanding of people that is useful in many professions.” (FSP). “Postgraduate study is a possible option as I enjoy the subject.” (FDP). Males “I don’t think I’ve acquired any lasting skills, I have just acquired knowledge.” (MDP). “Some of the topics I have learned will be of little use e.g. animal psychology.” (MSP).

18. Statements about ‘engagement’. “I’m starting to become slightly bored with psychology.” (MSP). “Degree psychology contains too many aspects that I find boring.” (MDN). “I am not interested in many aspects of my course.” (MSP). “I think three years of psychology is enough. I dislike most of the course but I’m carrying on just so that I get a degree.” (FSP). “I’ve thought about dropping out but I enjoy my other principal subject and know that it would be a waste.” (MDP).

19. Summary • Students with ‘A’-level qualification felt better prepared BUT many still surprised about nature of university study and content of course. • Large proportion of students experience problems organizing workload and with the amount of independent reading. • Many students not interested in some aspect of their course: statistics and biological (science) the most unpopular aspects. • Females more likely than males to see connection between psychology course and future plans. 5. Some students appear disillusioned but may continue just to get a degree.

20. Suggestions • Align pre-university / university experience more closely in terms of: i) course content (more research methods, science); ii) generic study issues (independent study, reading). • Promote greater awareness of nature / breadth of psychology in schools. • At university: i) help new undergraduates to structure their study activities; ii) encourage creation of personal development plans and learning contracts (Clegg & Bradley, 2006; Hartley, 2002); iii) embed study skills into teaching sessions (Reddy et al., 2008); iv) encourage emphasis on ‘learning to learn’!

21. References Clegg, S. & Bradley, S. (2006). Models of personal development planning: Practices and processes. British Educational Research Journal, 32, 57-76. Hartley, J. (2002). Studying for the future. Journal of Further & Higher Education, 26, 207-227. Reddy, P., Greasley, A. E., Parson, V., Harrington, K. & Elander, J. (2008). Becoming a psychology undergraduate: Integrating study skills and integrating students. Paper presented at the ‘Doing University’ conference. Huddersfield, UK. 19th March. Rowley, M., Hartley, J. & Larkin, D. (in press). Learning from experience: The expectations and experiences of first-year undergraduate psychology students. Journal of Further and Higher Education.