Illustration of clustering and theme development according to the 3R approach to TA
| Primary codes | Secondary codes | Themes |
|---|---|---|
| Number of study subjects | High school pedagogy | Learning to learn (becoming an autonomous learner) in university as opposed to directive learning in pre-tertiary educational environments is vital for students' academic success and meaningful integration into their university community |
| Lacking independence | ||
| Parental nature of high school | ||
| Compulsory class attendance | ||
| Agency | ||
| Discontinuous classes | Higher education pedagogy | |
| Large class sizes | ||
| Isolation | ||
| Autonomous learner | ||
| Poor communication | ||
| Shared values and interests | Friendships | Meaningful relationships facilitate integration into a new community |
| Friendships | ||
| Socialising | ||
| Sense of belonging | ||
| Peer support | ||
| Culture | ||
| Ambition | Career ambition | |
| Career certitude | ||
| Financial concerns | Personal responsibilities | |
| Family commitments | ||
| Sense of achievement | Personal growth | Purpose in life and personal growth are drivers for and enhance integration into a university community |
| Motivation | ||
| Maturity | ||
| Gratitude | ||
| Personal growth | ||
| Learn new skills | Learn new skills | |
| Flourishing | ||
| Academic feedback | ||
| Routine | ||
| Conscientiousness | Personality | |
| Extraversion | ||
| Neuroticism | ||
| Confidence | Identity (self-acceptance) as an autonomous learner | |
| Self-discipline | ||
| Self-esteem | ||
| Self-efficacy | ||
| Identity | ||
| Resilience | ||
| Physical health | ||
| Mental health | ||
| Stress |
| Primary codes | Secondary codes | Themes |
|---|---|---|
| Number of study subjects | High school pedagogy | Learning to learn (becoming an autonomous learner) in university as opposed to directive learning in pre-tertiary educational environments is vital for students' academic success and meaningful integration into their university community |
| Lacking independence | ||
| Parental nature of high school | ||
| Compulsory class attendance | ||
| Agency | ||
| Discontinuous classes | Higher education pedagogy | |
| Large class sizes | ||
| Isolation | ||
| Autonomous learner | ||
| Poor communication | ||
| Shared values and interests | Friendships | Meaningful relationships facilitate integration into a new community |
| Friendships | ||
| Socialising | ||
| Sense of belonging | ||
| Peer support | ||
| Culture | ||
| Ambition | Career ambition | |
| Career certitude | ||
| Financial concerns | Personal responsibilities | |
| Family commitments | ||
| Sense of achievement | Personal growth | Purpose in life and personal growth are drivers for and enhance integration into a university community |
| Motivation | ||
| Maturity | ||
| Gratitude | ||
| Personal growth | ||
| Learn new skills | Learn new skills | |
| Flourishing | ||
| Academic feedback | ||
| Routine | ||
| Conscientiousness | Personality | |
| Extraversion | ||
| Neuroticism | ||
| Confidence | Identity (self-acceptance) as an autonomous learner | |
| Self-discipline | ||
| Self-esteem | ||
| Self-efficacy | ||
| Identity | ||
| Resilience | ||
| Physical health | ||
| Mental health | ||
| Stress |
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