Bridging the Gap for Disadvantaged Students: How College Transition Program Influences Academic Performance through Readiness and Engagement

• In Event: Navigating Transitions: Equity, Belonging, and the First-Year Experience

Abstract

To promote educational equity beyond access, universities have implemented transition programs to support students from disadvantaged backgrounds. While these programs can enhance academic outcomes, their underlying mechanisms remain unclear. Guided by the college readiness framework, this study examined how satisfaction with a college transition program influenced academic performance among 272 preferentially admitted undergraduates at an elite Chinese university. Structural equation modeling showed no direct effect of satisfaction on performance, but satisfaction significantly improved academic and sociocultural readiness, which indirectly boosted academic outcomes via greater classroom engagement. These findings underscore the importance of strengthening both academic and sociocultural readiness to enhance engagement and success. Implications for designing more targeted and equitable interventions are discussed.

Authors

• Xin Gao, Shanghai Jiao Tong University

• Ruitian Lin, Shanghai Jiao Tong University

• Yuerong Tong, Shanghai Jiao Tong University

• Tingting Zhang, Shanghai Jiao Tong University

• Shuai Wang, Shanghai Jiao Tong University