Student beliefs as barriers to articulation

Eccles et al.'s `Expectancy-Value Model of Achievement Motivation' (2000) states that `an individual's choice, persistence, and performance can be explained by their beliefs about how well they will do on the activity and the extent to which they value the activity' [1]. This paper employs Eccles et al.'s theoretical framework to identify performance barriers and facilitators for Scottish college students who have just opted to articulate to Higher Education (HE). Using this model to understand student ability beliefs and motivations at the beginning of the articulation process identifies potential performance challenges and informs strategies to improve the transition experience from Further to Higher Education. At three Scottish colleges focus groups were conducted with students who have selected an articulation route to HE. Discussion focused around a number of theoretical strands inherent to the Expectancy-Value Model, such as ability beliefs and motivation components. These components were used to determine student potential to perform and persist with HE. Research conclusions suggest that the sample of college students has largely positive ability beliefs and possesses an optimistic perception of success in HE but identify a number of challenges. Research outcomes inform approaches to enhance the transition experience of college students to Higher Education.