Trust as a Social Resource While Students‘ Transition to University

Author(s):

Inka Bormann(presenting / submitting)Barbara Thies

Conference:

ECER 2017

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 10 C,

Paper Session

Time:

2017-08-24

15:30-17:00

Room:

K5.09

Chair:

Serap Emil

Contribution

This paper addresses an underexplored topic of research in higher education, and of research on the transition of students. It explores the transition to university as a critical stage in young adults‘ life, and specifically investigates freshmens‘ trust as a crucial resource for coping. It aims at contributing to assess the role of trust, among others, for satisfaction, self-efficacy, and coping.

To that end, the paper investigates how trust is affecting students' perception of the unfamiliar situation when encountering university. In doing so and according to findings as those of White 2014, their different academic backgrounds are considered. In particular, it will be discussed how general trust (as a stable resource built up before entering university) determines the propensity to trust as well as trust experiences after the transition to university. Furthermore, the paper reveals different types of trusting students.

To tackle these issues, we built an innovative theoretical framework combining two perspectives in trust research, namely the so-called differential theory of trust (Schweer/Thies 2008) and the relational theory of trust (Frederiksen 2014). We will explain our heuristic model on what we call ‘habitual trust’ and how it is used in our research design.

Method

Data were raised within a sequential mixed-methods-project using quantitative as well as qualitative methods of data collection and evaluation (Bormann/Thies submitted). Specifically, data from an online survey (N=234) and interviews (N=28) gathered among students of two German universities will be represented. The role of students’ habitual trust for coping while encountering university will be discussed in detail. The online-survey raised data, among others, concerning personality (big five), general trust, satisfaction, self-efficacy, coping strategies, and socio-demographic variables. Subsequently, episodic interviews with selected students enlarged upon personal and situational factors as well as the practical sense of trust while encountering university. Quantitative data were evaluated using descriptive statistics and regression analysis; qualitative data were evaluated content-analytically, generating a typology of students’ trust. Finally, for the different types of trusting students, quantitative data were reanalyzed to gain deeper insight in trust dynamics.

Expected Outcomes

We will present selected findings confirming the crucial role of trust for students‘ coping while encountering university. These include the evidence-based finding that trust is a substantial resource to face transition into a loosely coupled organisation that enables a more intense propensity to trust as well as a higher amount of trusting experiences. Furthermore, it will be highlighted that certain features of universities and academic requirements are ‘stressors‘ that students perceive differently with regard to their habitus. Furthermore, a typology of students‘ trust will be featured and three empirically driven types will be described. These are i) pro-active adapted confiders, ii) adaptation-seeking confiders, and iii) resistant and alienated sceptics. Finally, the results will be discussed from a methodological point of view to underline the need for paving the way for methodological innovations in trust research. Not least, the empirical and theoretical approach conducted in this project as well as our first findings will be discussed with regard to further studies on student transition.

References

Bormann, I. & Thies, B. (submitted). Vertrauen als Ressource in der Studieneingangsphase. Eine explorative Mixed-Methods Studie. In J.-M. Lorenzen, L.-M. Schmidt, & D. Zifonun (Hrsg.), Methoden und Methodologien der Bildungsforschung. Quantitative und qualitative Verfahren und ihre Verbindungen. Weinheim: Beltz Juventa. Frederiksen, M. (2014). Relational trust: Outline of a Bourdieusian theory of interpersonal trust. Journal of Trust Research, 4 (2), 167-192. Schweer, M. & Thies, B. (2008). Vertrauen. In A. E. Auhagen (Hrsg.), Positive Psychologie (S. 136-149). Weinheim: Beltz PVU (überarb. Neuauflage). White, C. (2014). Using principles of trust to engage support with students from low socioeconomic backgrounds: A Practice Report. The International Journal of the First Year in Higher Education 5 (2), 81-87.

Author Information

Inka Bormann (presenting / submitting)

Freie Universität Berlin

FB Erziehungswissenschaft und Psychologie

Berlin

Barbara Thies

Technical University Brunswick, Germany

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