Successful transition into higher education is considered crucial both for the student as well as for the educational institution (Tinto, 2015). It is regarded more as a complete phase, rather than a single event (Coertjens et al., 2016). This transition may become a stressful period for many freshman students, while they have to deal with a number of serious challenges, such as the need for developing novel learning patterns and also the adaptation of the already existing learning strategies in the new academic environment (Vermunt, 2005). Students show difficulties in academic adjustment that mainly are due to ineffective learning
strategies and unsatisfactory self-regulation (lack of ability to monitor learning progress, difficulty to adapt behavior to the demands of the new learning situations, Zimmerman & Schunk, 2008). Also, students have a difficulty to understand the difference between studying at University and studying at an upper secondary school or the demands of the university level teaching-learning environment (Haharala-Muhoven et al. 2016).
Current research emphasizes the need for further investigation of the variables contributing to students’ well-being, learning and persistence in studies as for some students transition phase may be challenging and for others full of stress (Coertjens et al., 2016).
Some of these factors are: motivation (Deci & Ryan, 2000), executive functioning (Gioia et al., 2000), individual characteristics (selfefficacy; Bandura, 1997), personality dimensions (resilience; Cassidy, 2015), sense of coherence (Antonovsky, 1993), anxiety (Spielberger, Gorush, & Lushene, 1970), other factors as academic emotions (Schutz & Pekrun, 2007), explicit and implicit emotion regulation (Gyurak, Gross, & Etkin, 2011) and mental-health factors. In line with the need for further exploration of the relations underlying the above variables to enhance students learning, this project aims to develop an on-line diagnostic tool/platform that
comprises cognitive/learning and psychological constructs contributing to students’ psycho-educational profiles and academic success. According to their scores, students will be given feedback followed by guidance and coaching guidelines will be available to teachers on demand. The design of the platform will be based on modern web development tools following previous experience in Flanders (Vanthournout et al., 2012). It will be a new improved tool developed and tested in three different countries and languages ensuring the transferability of it. It will enhance students’ awareness of their pros and cons, strengths and weaknesses, increasing their resilience and self-development that will enable them to engage with learning and regulate their progress in order succeed.
The ultimate goal at policy level in higher education is to develop a supportive learning environment for better quality of mental-life, well-being, learning and academic success in a highly complex society (Barnett, 2000).