Navigating new horizons: the efficacy of study-embedded group-coaching in facilitating academic transitions

Introduction The transition from school to higher education is often challenging, leading some students to consider dropping out. Method This study examines the effectiveness of group coaching for N = 72 students during the study entry phase using a pre-post design with a control group. Results While no significant reduction in dropout intentions was found, the coaching group reported positive outcomes in social belongingness, confidence in vocational choice, self-reflection, and well-being compared to a control group. In addition, there was a significant increase in personal goal attainment, with students entering the program with diverse goals, particularly in self-reflection and self-organization. Discussion These findings suggest that group coaching can be an effective support mechanism during the study entry phase. The findings underscore the need to tailor support services to students' specific goals in order to increase their effectiveness and maximize benefits for students during this transitional period.