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Having considered student wellbeing and challenges surrounding transitions, the role of ILS is now discussed. The HEA (2014) advocates that HE students have to become independent learners, taking responsibility for their own learning. Students’ need to critically engage with knowledge and their learning environment (HEA, 2014). Thomas, Hockings, Ottaway and Jones (2015) published their research on “Independent learning: student perspectives and experiences”. Thomas et al. (2015) discuss the challenges of developing these critical higher- level skills in students from a range of subject disciplines and highlights that support is greatly required.

Research on the importance of ILS and the benefits to students has had different focuses within the literature. Christie et al. (2016) consider the importance of acquiring the skills over the entire length of the degree programme, explaining that focus on the transition year is usual but noting that students progressively develop the skills. This study is based on student interviews and feedback and brings into focus timescale. In comparison, Rogers (2012) notes that more consideration needs giving to the meaning of attaining specific goals through the

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acquisition of both independent learning skills and self -regulatory skills. Rogers (2012) found that developing the ability to focus on the greatest areas of learning disparity significantly influenced wellbeing and attainment. This is also highlighted by Perez- Adamason and Mercer (2016), reporting on the importance to university entrants at

Cambridge, from the state school sector, they again stress the importance of ensuring an early acquisition of independent learning skills.

Perez-Adamason and Mercer (2016) suggest that developing a strong sense of self-efficacy helps students to thrive in the environment they were newly exposed to. This is also reflected by Field et al. (2014) who considered the importance of self-determination theory in

promoting self-management capacities and showed this related to the psychological

wellbeing for first year transition students. Although this work was carried out in Australian universities the scope of it is significant and there is no suggestion that the links between ILS and wellbeing would not be as significant in the UK. Including this study for consideration has the potential to inform the understanding of the associations between specific ILS and different elements of wellbeing. This in turn will give insights into practices during transition that could be further explored. Broad (2006) also highlights the role that students have in taking responsibility for developing these academic skills. The findings stress the importance of the early development of autonomous, independent thinking and learning in developing student confidence in their own ability to thrive at university, this also correlated with reducing the anxiety of students.

Although ILS have been explored in the literature the focus is more on generic skills required for university, study skills and employability skills. Meyer et al. (2008) however, suggests that ILS can be separated into cognitive skills, meta cognitive skills and affective skills, (see Figure 3 below). These three categories of skills are valuable for this research as it supports the identification of specific links and thus after future research the opportunity for more targeted interventions. Meyer et al. (2008) states most descriptions refer to independent learning as self-regulated learning. Cubukcu (2009) supports the need for learners to be fully engaged, as identified in Seligman’s 2011 model and refers to these skills that allow them to be active participants in their own learning. Meyer et al.’s (2008) well respected model provides an effective lens to consider possible associations between ILS and wellbeing when used in conjunction with Seligman's (2001) wellbeing model. The opportunity to map across

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the effects of specific elements of ILS to the specific areas of wellbeing will enhance understanding and allow the development of better targeted interventions.

Figure 3: Meyer et al. (2008) model of independent learning

One of the most important findings from the literature is that there appears to be significant research that needs to take place to explore the impact that developing ILS can have on the efficacy of student transitions. This is as the literature indicates, a time sensitive issue Perez- Adamason and Mercer (2016). The more quickly and fully students can develop the requisite skills the less dramatic the challenges and the better the final outcomes (Broad, 2006). Student perceptions of what is required of them within the first year at university is often misguided (Crabtree & Roberts, 2009). The demands they face may affect their wellbeing, make life more difficult and can in a relatively small, yet still significant number of

occasions, lead to them leaving university, thus bringing about the drawbacks for the student, the university, employers and the country as a whole already discussed. Students with well- developed ILS and academic grounding, often those coming later as mature students to university, tend to demonstrate less stress and impaired psychological wellbeing (Field et al., 2014).

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Independent learning skills and academic preparedness play a large part in attaining several of the key elements of wellbeing identified in the literature. They empower the individual with the significant opportunity for self-determination (Field et al. 2014) allowing them to both identify and fulfil their own goals. They also play a role in allowing the person in transition to remain safe and allow connectedness either by developing new and appropriate relationships or cementing previous ones, through understanding and thriving in their new environment.

In terms of the quality of ILS students bring with them when they begin university, little is known. It may well be that the level of these skills vary widely. Additionally, there appears to be a dearth of common approaches of how to develop these skills at an early stage, or an understanding of the benefits if effectively and broadly acquired these skills would bring to student wellbeing, university achievement and to industry. There appears to be no evidence of a framework relating to a comprehensive programme of this nature being applied to the development of ILS in this country over recent years. As the literature shows, the issues of first year transitions to university are very complex and an effective and coordinated approach is required. It can be considered that the absence of high quality academic and independent thinking skills at an early stage is having a detrimental effect on students, universities, employers and the development of the UK as a whole. A comprehensive research study with a potential widely applicable framework may prove to be a significant step in addressing this.

2.4 The role of ILS and wellbeing – A proposed framework exploring the potential link