Transitioning from high school to university represents a critical juncture in a student’s academic journey, often laden with both tremendous opportunities and daunting challenges. The systematic review conducted by Ball et al., featured in the upcoming issue of Educational Psychology Review, meticulously examines the diverse operationalizations of ‘success’ within this pivotal transition. This research emerges amidst an ongoing discourse about the indicators that best reflect a student’s adjustment and academic performance during the initial phases of university life.
The significance of defining success during this transition cannot be overstated. Success is commonly perceived through various lenses—academic performance, social integration, mental well-being, and personal development. Each frame brings its own set of metrics and expectations, complicating the narrative surrounding students’ experiences as they navigate this transition. Ball and colleagues’ review serves to consolidate existing literature, identifying key themes and methodologies that have emerged in previous studies, while also highlighting gaps that warrant further exploration.
One of the fundamental guiding questions of the review is: what does ‘success’ truly mean in the context of transitioning to university? Traditionally, academic success has been quantified through grades and performance in assessments. However, this narrow focus often fails to capture the spectrum of experiences students undergo. The review posits that a multidimensional approach to success—including emotional and social factors—can provide a more comprehensive understanding of students’ experiences. By incorporating qualitative data, such as student narratives and reflections, the researchers are able to delve deeper into what success means on a personal level.
Moreover, the study underscores the importance of support systems during the transition phase. Universities serve as microcosms of society, where social connections and community engagement play vital roles. Previous research highlights that students who establish a robust support network—whether through friendships, mentorship, or academic guidance—tend to thrive academically and emotionally. By systematically analyzing various studies, Ball et al. illuminate how diverse factors such as peer relationships, familial support, and campus resources can influence students’ definitions of success.
A striking finding from the review pertains to the psychosocial dimensions of the transition. Students often grapple with feelings of isolation, anxiety, and uncertainty when entering what appears to be a more competitive and demanding environment. These feelings can directly impact students’ self-perception of success, as those who feel connected and supported are more likely to frame their experience positively. Addressing such psychosocial factors is critical; universities must be proactive in developing programs that foster community and encourage resilience among students.
Attention to cultural differences also emerges as a salient theme in the review. Success in higher education is often culturally contingent, with varying expectations and definitions shaped by socioeconomic status, cultural background, and individual aspirations. The authors argue that traditional metrics of success may not resonate with all students. For instance, first-generation college students often have different expectations and challenges compared to those from a legacy background. Recognizing this diversity in experiences is imperative for universities aiming to create inclusive environments that promote success for all students.
The review also sheds light on the methodologies employed in the studies analyzed. A majority of existing literature relies heavily on quantitative measures, primarily focusing on grades and retention rates. While these metrics are undoubtedly important, the review advocates for a more balanced approach that includes qualitative insights. Interviews, focus groups, and longitudinal studies can offer richer data that illuminates the nuanced experiences of students. By elevating these qualitative narratives, institutions can better tailor their support services to meet student needs.
Additionally, an interesting aspect of the research is its exploration of intervention studies aimed at improving student success. Various programs aimed at easing the transition—such as orientation workshops, mentoring programs, and peer-led initiatives—are examined for their efficacy. The authors note that while some programs demonstrate immediate positive outcomes, sustained success often requires ongoing support and engagement. This highlights the need for universities to commit to long-term strategies that recognize success as an evolving process rather than a fixed target.
Another critical dimension explored is the intersection of academic and non-academic life. The review highlights that successful integration into university life encompasses more than just academic achievement. Involvement in extracurricular activities, student organizations, and community service has been linked to higher levels of engagement and satisfaction. Students who participate in these activities are often found to possess greater interpersonal skills and an enhanced sense of belonging—key components of a successful university experience.
Furthermore, the implications of this review extend beyond academia into policy-making. By identifying key indicators of success, higher education stakeholders can foster environments that support holistic student development. Policies that prioritize mental health resources, academic advising, and social integration initiatives can mitigate barriers that first-year students often encounter. As universities strive to produce well-rounded graduates equipped for the complexities of the modern workforce, understanding and operationalizing success becomes paramount.
The review concludes by advocating for a continued dialogue among researchers, educators, and policymakers about how best to support students during this transitional period. It calls for collaborative efforts to develop more inclusive definitions of success that accommodate a wide array of student experiences. Moreover, there is a renewed emphasis on fostering institutional change that reflects these definitions in practice.
In summary, Ball et al.’s systematic review offers profound insights into the multifaceted nature of success as students transition to university life. It poses essential questions about how institutions can better define, measure, and ultimately enhance the student experience. By integrating academic, social, and psychological perspectives into their frameworks, universities stand to revolutionize their approach to student success—transforming challenges into opportunities for growth, resilience, and achievement.
By appraising these findings, the academic community can engage in a more nuanced conversation about expectations, support structures, and the comprehensive journey toward achieving success in higher education.
Subject of Research: Transition to University and Definitions of Success
Article Title: Investigating Success in the Transition to University: A Systematic Review of Operationalisations of ‘Success’
Article References:
Ball, I., Banerjee, M., Holliman, A. et al. Investigating Success in the Transition to University: A Systematic Review of Operationalisations of ‘Success’.
Educ Psychol Rev 37, 102 (2025). https://doi.org/10.1007/s10648-025-10080-w
Image Credits: AI Generated
DOI: 10.1007/s10648-025-10080-w
Keywords: University transition, student success, academic performance, psychosocial factors, cultural differences, qualitative research, intervention strategies, higher education policy.
