Hopes and fears: first year geoscience students encounter with academia

Through interviews and questionnaires, we investigate geoscience students’ motivations, expectations and concerns at the start of the bachelor programme at the University of Oslo, Norway, and how these change as the students encounter the courses, peers, staff and study environment in their first year. Students begin with a mix of extrinsic and intrinsic motivations that become more self-determined over the first year. Initially, they are eager to learn but unsure they can succeed; by year’s end doubts shift toward the applicability of their education and future job prospects. Students hope to build relationships and make friends and fear that they will not; although these fears subside quickly for most, students consistently emphasize the importance of positive relationships. Though greater self-determination and better relationships typically are viewed as something positive, for some students it appears that increased self-determination is accompanied by heightened sensitivity to academic difficulties, teacher expectations, and the implications of success or failure. Though institutional shortcomings were not cited as reasons for dropping out by participants in this study, the findings highlight opportunities to support student success and retention by addressing self-efficacy, study technique, perceived relevance, and workload management.