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How do different types of schools prepare students for life at Cambridge?

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Title: How do different types of schools prepare students for life at Cambridge?
Authors: Perez-Adamson, Clara (AUTHOR), Mercer, Neil (AUTHOR)
Source: Cambridge Journal of Education. Mar2016, Vol. 46 Issue 1, p19-35. 17p. 1 Chart.
Subjects: Private schools, Self-efficacy in students, Secondary school students, University of Cambridge, Special education, Higher education
Geographic Terms: United Kingdom
Abstract: Twenty students from different educational backgrounds within the UK were interviewed to investigate how well they considered their secondary school education had prepared them for the educational and social demands of an ‘elite’ university and life within its most traditional colleges. The study asked them how they perceived students from different educational backgrounds and how they thought they were perceived. Entering a traditional Cambridge college was found to be easiest for students from prestigious ‘public schools’ within the private educational sector. State school students were more likely to experience anxiety, and those who adapted successfully were likely to have strong independent learning skills and a robust sense of self-efficacy. The study suggests that students coming from state schools to Cambridge are making a more difficult academic and social transition than students from private schools, for which they are given no special support. [ABSTRACT FROM PUBLISHER]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How do different types of schools prepare students for life at Cambridge?
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  Data: <searchLink fieldCode="AR" term="%22Perez-Adamson%2C+Clara%22">Perez-Adamson, Clara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mercer%2C+Neil%22">Mercer, Neil</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Cambridge+Journal+of+Education%22">Cambridge Journal of Education</searchLink>. Mar2016, Vol. 46 Issue 1, p19-35. 17p. 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Private+schools%22">Private schools</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br /><searchLink fieldCode="DE" term="%22University+of+Cambridge%22">University of Cambridge</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: Twenty students from different educational backgrounds within the UK were interviewed to investigate how well they considered their secondary school education had prepared them for the educational and social demands of an ‘elite’ university and life within its most traditional colleges. The study asked them how they perceived students from different educational backgrounds and how they thought they were perceived. Entering a traditional Cambridge college was found to be easiest for students from prestigious ‘public schools’ within the private educational sector. State school students were more likely to experience anxiety, and those who adapted successfully were likely to have strong independent learning skills and a robust sense of self-efficacy. The study suggests that students coming from state schools to Cambridge are making a more difficult academic and social transition than students from private schools, for which they are given no special support. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/0305764X.2015.1009364
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      – Code: eng
        Text: English
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        PageCount: 17
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      – SubjectFull: Private schools
        Type: general
      – SubjectFull: Self-efficacy in students
        Type: general
      – SubjectFull: Secondary school students
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      – SubjectFull: University of Cambridge
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      – SubjectFull: United Kingdom
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              Text: Mar2016
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