Examining the experiences of first-year students with low tertiary admission scores in Australian universities
研究了澳大利亚大学中低入学分数（ATAR）一年级学生的适应困难，发现他们准备不足、学业投入低且辍学风险高，建议通过预备课程和归属感培养来支持其过渡。
The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support, our research shows that students entering Australian education with low tertiary admission ranks (ATAR) continue to be less prepared, less able to cope with study, less academically engaged than their peers, and are at greater risk of attrition. We argue that supporting low ATAR students’ transition into university means rethinking the role of preparatory programmes as well as supporting these students to develop personal objectives, new student identities, and feel a stronger sense of ‘belonging’ to their university community.