Academic guidance and preparation for the transition to higher education among high school students
DOI:
https://doi.org/10.63688/jd06va64Keywords:
academic guidance, higher education, educational transition, high school, decision-makingAbstract
Introduction: The transition from high school to higher education requires students to integrate their interests, abilities, academic information, and personal resources in order to make well-informed educational decisions. Objective: To analyze the relationship between academic guidance and preparedness for the transition to higher education among students in the final year of high school. Methodology: A quantitative, non-experimental, correlational, and cross-sectional study was conducted with a non-probability convenience sample of 169 students. Two 20-item scales were administered, each organized into four dimensions and using a five-point Likert response format. Content validity was established through the judgment of three experts, and reliability was assessed using Cronbach’s alpha. Results: A strong, positive, and statistically significant correlation was identified between academic guidance and preparedness for the transition to higher education (r = .795; p < .001). The strongest dimensional association was found between information about higher education options and personal preparedness and autonomy (r = .761). Conclusion: Higher levels of academic guidance are associated with greater preparedness to face the transition to higher education, highlighting the importance of systematically strengthening information, support, self-awareness, and decision-making processes throughout high school.
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Copyright (c) 2026 Jorge Antonio Armijos Ochoa, Alexander Santiago Galindo Cunama, Cristian Efrén Guamangate Casa, Luis Antonio Sandoval Haro, Jose Fernando Toala Mosquera (Autor/a)
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