Exploring early university class exposure: Impact on academic self-efficacy and study intentions

Abstract

This exploratory study offers policy-relevant insights into how universities in Thailand can address enrolment challenges amid demographic decline by leveraging mock classes as a strategic intervention. Using pre-test and post-test data from 138 high school students across four mock classes, each attended by approximately 35 participants, the study examined the impact of these sessions on academic self-efficacy and intentions to pursue higher education. Repeated-measures analyses reveal that mock classes enhance academic self-efficacy and strengthen intentions to study among upper-year prospects, whereas lower-year prospects gained confidence in understanding course content but not in achieving higher academic performance. Factors such as ease of understanding the lecturer and the quality of buildings and facilities significantly influenced students’ intentions. These findings suggest that mock classes represent a low-cost and adaptable intervention for strengthening the secondary-to-tertiary transition. By recognising differential impacts across student groups, higher education policymakers and institutions in Thailand can design more targeted outreach initiatives, refine institutional planning, and align recruitment strategies with national goals to sustain enrolment.