Coping with transition: a case for providing resources to first year university students

2000 ◽  
Vol 10 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Barbara Jones ◽  
Erica Frydenberg
Keyword(s):  
Secondary School ◽  
University Students ◽  
Coping Strategies ◽  
Positive Relationship ◽  
Transition Period ◽  
Academic Stress ◽  
First Year ◽  
Positive Experience ◽  
First Semester ◽  
First Year University

During the transition from secondary school to university many students experience stress associated with academic concerns and difficulties in coping with new academic and social demands. The present study investigated first year university students' level of academic stress across first semester and evaluated the coping strategies employed by students to deal with academic concerns. Students' level of academic stress was greater at the beginning of semester, during the transition period than at the end of semester, prior to the examination period. A positive relationship between academic stress and non-productive coping was also revealed. It was concluded that effective and timely assistance needs to be provided to students prior to, or during the transition period to make the commencement of university a positive experience.

scholarly journals The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students [El papel de las fortalezas psicológicas, las estrategias de Afrontamiento y el bienestar en la predicción del engagement y del burnout académico, en estudiantes universitarios de primer curso]

2018 ◽  
Vol 15 (2) ◽  
pp. 51 ◽  
Author(s):  
Richard Merhi ◽  
Ángeles Sánchez-Elvira Paniagua ◽  
Francisco José Palací Descals
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Learning Strategies ◽  
Academic Engagement ◽  
Academic Motivation ◽  
Well Being ◽  
First Year ◽  
Personal Strengths ◽  
First Year University ◽  
Psychological Strengths

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

scholarly journals An Approach to Presentation of the Lobachevskii Geometry to Secondary School and First Year University Students

2019 ◽  
Vol 22 (6) ◽  
pp. 737-748
Author(s):  
Вадим Васильевич Шурыгин ◽  
Вадим Вадимович Шурыгин
Keyword(s):  
Secondary School ◽  
University Students ◽  
Euclidean Plane ◽  
First Year ◽  
Lobachevskii Plane ◽  
Group Of Motions ◽  
First Year University

The group of motions of the Lobachevskii plane, as well as that of the Euclidean plane, is generated by reflections in straight lines.This allows ones to develop an approach to constructing the Poincaré model of Lobachevskii plane based on the properties of inversions and pencils of circles in the Euclidean plane.

scholarly journals Conceptual Knowledge in Introductory Calculus

1996 ◽  
Vol 27 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Paul White ◽  
Michael Mitchelmore
Keyword(s):  
Secondary School ◽  
University Students ◽  
Detailed Analysis ◽  
Conceptual Knowledge ◽  
General Concept ◽  
First Year ◽  
Rates Of Change ◽  
Calculus Instruction ◽  
First Year University ◽  
Introductory Calculus

Responses to word problems involving rates of change were collected on four occasions during and after 24 hours of concept-based calculus instruction given to a group of first-year university students, all of whom had studied calculus in secondary school. The number of students who could symbolize rates of change in noncomplex situations increased dramatically. However, there was almost no increase in the number who could symbolize rates of change in complex items or in items that required modeling a situation using algebraic variables. Detailed analysis revealed three main categories of error, in all of which variables are treated as symbols to be manipulated rather than as quantities to be related. We surmise that the students had developed an “abstract-apart” concept of a variable rather than the “abstract-general” concept that is needed for the successful study of calculus.

scholarly journals Using PLS-SEM to Examine the Structure of First-year University Students’ Mathematics-related Beliefs

2021 ◽  
Vol 11 (4) ◽  
pp. 7
Author(s):  
Ruixuan Ji ◽  
Xiaoyao Yue ◽  
Xu Zheng
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Epistemological Beliefs ◽  
Transition Period ◽  
Drop Out ◽  
First Year ◽  
Self Regulated Learning ◽  
First Year University ◽  
The Impact

Many research indicated that more and more students choose to drop out of mathematics-related subjects during university study, especially in the western context. Besides the difficulty of mathematics content, first-year university students also face issues of the transition period. Identifying the impact of first-year university students' belief factors on their persistence in mathematics study needed further research. This study served as a pilot study; it structured the framework of first-year university students’ mathematics-related beliefs in relation to students’ persistence on the further mathematics study. A two-stage approach of using PLS-SEM to assessing the conceptual framework was introduced in detail. The relationships of dimensions of students’ epistemological beliefs about mathematics, self-efficacy, self-regulated learning strategies and perceptions about learning environment were assessed. This study provides the feasibility for future follow-up studies to examine mathematics-related beliefs and intentions to continue learning among university students on a larger scale.

scholarly journals Effectiveness of a Combined Web-Based and Ecological Momentary Intervention for Incoming First-Year University Students: Protocol for a 3-Arm Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Benjamin C Riordan ◽  
Saleh Moradi ◽  
Kate B Carey ◽  
Tamlin S Conner ◽  
Kyungho Jang ◽  
...  
Keyword(s):  
Alcohol Use ◽  
University Students ◽  
Controlled Trial ◽  
First Year ◽  
Personalized Feedback ◽  
Web Based ◽  
First Semester ◽  
Orientation Week ◽  
Ecological Momentary ◽  
First Year University

BACKGROUND Alcohol use among university students is common, and those who drink often choose to drink heavily (ie, 4 or more drinks per session for women or 5 or more for men). Web-based interventions (WBIs), in which students complete assessments and receive personalized feedback about their alcohol use, and ecological momentary interventions (EMIs), which use mobile devices as a method of delivering intervention information, are 2 methods that have had some success in reducing alcohol use among university students. OBJECTIVE The aim of this study was to investigate the effectiveness of a combined WBI and EMI intervention to reduce alcohol use among university students. METHODS The study is a 3-arm randomized controlled trial. Participants will be randomized into either a WBI+EMI condition, a WBI-only condition, or an assessment-only control. Our sample will consist of first-year university students, recruited through 5 residential colleges at the University of Otago, New Zealand. All participants will complete an online survey at baseline (ie, before Orientation Week); those in the WBI-only and WBI+EMI conditions will immediately receive personalized feedback (ie, the WBI), whereas participants in the assessment-only condition will receive no feedback. In addition, participants randomized into the WBI+EMI, but not those in the WBI-only or assessment-only groups, will receive 8 Orientation Week (2 per day on nights with large social events) and 6 academic year EMIs (delivered fortnightly). Participants in all conditions will complete brief surveys at the end of the first and second semester and report their weekend alcohol use fortnightly throughout each semester via ecological momentary assessments. RESULTS The primary hypothesis is that participants in the WBI+EMI group will consume significantly fewer drinks during weekends in their first semester at university compared with WBI-only and assessment-only groups. Secondary hypotheses are that, when compared with the WBI-only and assessment-only groups, the WBI+EMI group will report consuming fewer drinks during Orientation Week, report experiencing fewer negative alcohol-related consequences after first semester, and report lower Alcohol Use Disorder Identification Test-Consumption scores following their first semester. CONCLUSIONS This study adds to a growing body of work investigating the utility of WBIs and EMIs in curbing alcohol consumption. In addition, the study will help to inform policy approaches aimed at curbing alcohol consumption and alcohol-related harm in university students. CLINICALTRIAL Australian New Zealand Clinical Trials Registry ACTRN12618000015246; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=374104&isReview=true (Archived by WebCite at http://www.webcitation.org/6z9jRLTz6) REGISTERED REPORT IDENTIFIER RR1-10.2196/10164

scholarly journals First-year university students entrepreneurial competence: Exploring the relationship between grit, creative self-efficacy and entrepreneurial self-efficacy

2021 ◽  
Author(s):  
Paula Álvarez-Huerta ◽  
Inaki Larrea ◽  
Alexander Muela
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Cognitive Theory ◽  
Predictor Variable ◽  
First Year ◽  
Self Perceptions ◽  
Creative Self ◽  
First Year University ◽  
The Relationship

Grit, creative self-efficacy and entrepreneurial self-efficacy have been associated with the development of entrepreneurial behaviours that can prepare students for a rapidly changing world of work. The main purpose of this study is to analyse the relationship between the three variables amongst first-year university students. A positive relationship, albeit modest, was found between grit and the two measures of self-efficacy. Furthermore, findings suggest that grit can be considered a predictor variable for student self-efficacy beliefs in the context of entrepreneurship. However, this relationship was found to be weak and not to offer significant opportunities for the improvement of student creative and entrepreneurial self-perception, beyond those already contemplated in social cognitive theory. Moreover, results revealed a significant and robust positive relationship between creative and entrepreneurial self-perceptions in university students. The strong relationship found between creative and entrepreneurial self-efficacy renders an opportunity to develop informed interventions directed towards improving student entrepreneurial self-perceptions. In this regard, the results suggest the importance of cultivating creativity in educational institutions.

scholarly journals PENYESUAIAN DIRI DAN STRES AKADEMIK MAHASISWA TAHUN PERTAMA

2021 ◽  
Vol 4 (1) ◽  
pp. 11
Author(s):  
Ferina Ulfa Nikmatun Erindana ◽  
H Fuad Nashori ◽  
Muhammad Novvaliant Filsuf Tasaufi
Keyword(s):  
Social Science ◽  
University Students ◽  
Negative Relationship ◽  
Academic Stress ◽  
College Environment ◽  
First Year ◽  
Stress Scale ◽  
Faculty Psychology ◽  
Academic Pressure ◽  
First Year University

The purpose of the research to know the corelation between self adjustment and academic stress in first-year university students faculty psychology and cultural social science of Indonesian Islamic University. Researchers conducted data retrival using the academic stress scale and self adjustment scale.  Respondents in this research were 170 first-year university students. From the result of a test of corellation it was found there is a significance correlation between self adjustment and academic stres (p<0,05) with value of siginificance p=0,000. The coeffficient correlation (r) of the test hypothesis is -0,569, which indicate a negative relationship between of theese two variabels. This means that if first year university students can adjust to the college environment it will reduce the perceived academic stress. Conversely, if first year university students s are less able to adjust to to the college environment, it will increase the academic pressure felt by first year students.Keywords: Academic stress, Self Adjustment, first-year university students

scholarly journals First-year university students' perception of chemical bonding and bond energy

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Iselin Grav Aakre ◽  
Jonas R. Persson ◽  
Hilde Lea Lein ◽  
Per-Odd Eggen
Keyword(s):  
University Students ◽  
Correct Answer ◽  
Bond Energy ◽  
Concept Inventory ◽  
First Year ◽  
Thought Processes ◽  
First Semester ◽  
Student Interviews ◽  
Post Test ◽  
First Year University

First-year university students’ knowledge and conceptual understanding of general chemistry has been investigated using a multiple-choice concept inventory (Chemical Concept Inventory 3.0/CCI 3.0) as a pre-test (n = 221) and a post-test (n = 90) in two first-semester chemistry courses. This paper discusses the students’ answers to two questions about bond energy. Student interviews (n = 7) were performed for further insight in the students’ thought processes and validation of the CCI questions. Although many students appeared to recall that breaking a chemical bond demands energy, most were not able to use this fact to reason about the heat released in a chemical reaction, and the alternative conception that bond breaking releases energy seemed deeply ingrained and prevalent among the students. For one of the questions, more students gave the correct answer on the pre-test than on the post-test. Student interviews indicated that some students’ failure to pick the correct alternative for this question might be influenced by use of the word “always” in the correct answer, which discouraged those students that find chemistry to be a subject full of exceptions.

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