University students’ social interaction type specifics in the learning process

The author highlights the importance of human social interaction in training university students.The paper presents an overview of the conceptual aspects of social interaction in scientific research.Based on theoretical approaches to the definition of social interaction, the paper defines “social interaction” in the context of the classroom activities.The aim of the paper is to investigate and define the first-year university students’ interaction specifics in the learning process.The experiment involved 118 students from the Institute of Geology and Oil and Gas Production.On the basis of K.Thomas-Kilmann’s test questionnaire focused on determining a leading interaction type in conflict situations, social interaction type specifics of the first-year students of technical specialties were determined and described.

Download Full-text

Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

ESPIRAL CUADERNOS DEL PROFESORADO ◽

10.25115/ecp.v14i28.4013 ◽

2021 ◽

Vol 14 (28) ◽

pp. 57-64

Author(s):

José Eduardo Molina Arriola ◽

Victor Osiris Rodriguez Cervantes ◽

Julio Cesar Lozano Flores ◽

Luis Quintana Rivera ◽

José Moncada Jimenez ◽

...

Keyword(s):

Academic Performance ◽

Physical Education ◽

University Students ◽

Motor Skills ◽

Weighted Average ◽

First Year ◽

Regression Analyses ◽

First Year Students ◽

First Year University ◽

Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

Download Full-text

The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students

Journal of Student Affairs in Africa ◽

10.24085/jsaa.v9i1.1429 ◽

2021 ◽

Vol 9 (1) ◽

pp. 77-92

Author(s):

Annsilla Nyar

Keyword(s):

University Students ◽

First Year ◽

First Year Students ◽

Student Transition ◽

Double Transition ◽

First Year University ◽

The Impact ◽

Academic Cycle ◽

Special Category ◽

First Year Student

While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.

Download Full-text

SELF-DEVELOPMENT COMPETENCE OF FIRST-YEAR UNIVERSITY STUDENTS AS AN INTERDISCIPLINARY PROBLEM

Bulletin of Krasnoyarsk State Pedagogical University named after V P Astafiev ◽

10.25146/1995-0861-2020-54-4-243 ◽

2020 ◽

Vol 54 (4) ◽

pp. 74-79

Author(s):

E.V. SYSOEVA ◽

Keyword(s):

Higher Education ◽

University Students ◽

Psychological Adaptation ◽

Federal State ◽

First Year ◽

Structural Components ◽

Existential Approach ◽

Self Development ◽

Definition Of ◽

First Year University

Statement of the problem. The article analyzes the philosophical-sociological and psychological-pedagogical literature on the problem of forming a universal self-development competence in the preparation of university students. The problem is the universal nature of the competence and the ambiguity of its interpretation and allocation of structural components. The purpose of the article is to clarify the definition of self-development competence among first-year university students from the standpoint of the existential approach (M.I. Rozhkov). The research methodology consists in the analysis and synthesis of normative legal acts, program documents in higher education, works of Russian and foreign researchers on the problem of students’ self-development. The result of the study is a more accurate definition of “self-development competence” among first-year university students within the framework of the existential approach, taking into account the identified age characteristics, the specifics of educational motivation and socio-psychological adaptation of students at the stage of transition from secondary to higher school. The revised concept interpretation of “self-development competence of first-year university students” and the identified structural components allow the teacher to timely determine the level and develop the ability of students to predict, according to the motivational-target, cognitive-prognostic, activity-reflexive components of the self-development competence with the modern requirements of the Federal State Educational Standard of Higher Education 3++, developed on the basis of professional standards and approved in 2017.

Download Full-text

First-Year Students' Self-Perceived Effects of Music on Two Tasks

10.4018/978-1-7998-7661-8.ch007 ◽

2022 ◽

pp. 119-134

Author(s):

Rachel Hall Buck ◽

Erica Payne

Keyword(s):

University Students ◽

Online Courses ◽

Cognitive Task ◽

First Year ◽

First Year Students ◽

Assessment Tasks ◽

Perceived Effects ◽

First Year University ◽

Study Halls

This chapter presents results from a study with first-year university students completing online courses during the COVID-19 pandemic. The goal of the study is to further understand how the same genre of music might impact the completion of two very different assessment tasks. Students in the study participated in two different virtual “study halls” in order to study for their semester final assessments. While further research is needed, results do highlight the need for students to be aware of which type of music to listen to while studying and specifically what kind of cognitive task they are completing.

Download Full-text

University Students' Adjustment Problems

Psychological Reports ◽

10.2466/pr0.1998.82.3c.1135 ◽

1998 ◽

Vol 82 (3_suppl) ◽

pp. 1135-1138 ◽

Cited By ~ 5

Author(s):

Varghese Iepen Cherian ◽

Lily Cherian

Keyword(s):

University Students ◽

Representative Sample ◽

Developed Countries ◽

First Year ◽

Adjustment Problems ◽

First Year Students ◽

The North ◽

The University ◽

First Year University ◽

University Of The North

Considerable information is available on the adjustment problems of first-year university students in developed countries, but comparatively little is known about such problems in Asia and Africa. This study of a representative sample of 1257 first-year students conducted at the University of the North showed that 33 to 85% of the first-year students experienced various adjustment problems.

Download Full-text

THE PSYCHOLOGICAL FEATURES OF ADAPTATION IN FIRST-YEAR UNIVERSITY STUDENTS

Психология. Психофизиология ◽

10.14529/jpps200105 ◽

2020 ◽

Vol 13 (1) ◽

pp. 44-53

Author(s):

Aleksandr Viktorovich Antonovskii ◽

Elena Vladimirovna Balakshina ◽

Svetlana Igorevna Filippchenkova

Keyword(s):

University Students ◽

Social Relations ◽

Emotional Experience ◽

Well Being ◽

First Year ◽

Subjective Well Being ◽

First Year Students ◽

University Environment ◽

First Year University ◽

Psychological Features

Background. The article deals with the psychological features of adaptation in first-year university students. The main criteria indicating successful or failed adaptation are highlighted. The study was based on the concept describing human adaptation to changing environmental conditions as a dynamic process, as well as on psychological approaches that reveal the specific aspects of adaptation within the system of complex social relations of a new type. Aim. The article aims to study the features of adaptation in first-year university students through psychodiagnostics for the possibility of compensating negative trends in adaptation to new living conditions. Material and methods. The specificity of the response to educational conditions and students’ adaptation was determined by means of psychodiagnostics of subjective well-being, communicative tolerance, motivation for studying at University, moral normativity of behavior and neuropsychic stability. The sample consisted of students of technical and humanitarian specialties (n =284) aged from 17 to 21 years. Results. A number of important regularities have been established, the main of which are high communicative tolerance, orientation to compliance with the rules, intermediate type of motivation for studying, as well as differences in the severity of the studied characteristics in students, males and females. Conclusion. Adaptation to the components of university environment by first-year students is possible with the activation of all adaptation mechanisms. The nature of adaptation can be assessed through observation of students’ behavior in the team, as well as through the diagnosis of emotional experience, nervous tension, subjective well-being and communicative characteristics, which creates the basis for psychological and pedagogical support of young professionals.

Download Full-text

Lingering effects of COVID-19 on the mental health of first-year university students in Japan

PLoS ONE ◽

10.1371/journal.pone.0262550 ◽

2022 ◽

Vol 17 (1) ◽

pp. e0262550

Author(s):

Ryo Horita ◽

Akihiro Nishio ◽

Mayumi Yamamoto

Keyword(s):

Mental Health ◽

Suicidal Ideation ◽

High Risk ◽

University Students ◽

Psychological Symptoms ◽

Japanese Version ◽

Subscale Score ◽

First Year ◽

First Year Students ◽

First Year University

Background The coronavirus disease 2019 (COVID-19) pandemic is continuing unabated in Japan, as of October 2021. We aimed to compare first-year university students’ psychological distress before the pandemic in 2019, during the pandemic in 2020, and one year after the onset of the pandemic, in 2021. Methods The study conducted online surveys over three years from April to May each year. Participants were 400 first-year students in 2019, 766 in 2020, and 738 in 2021. We examined differences in scores on the Counseling Center Assessment of Psychological Symptoms—Japanese version (CCAPS-Japanese) between the three years using a one-way analysis of variance, and differences in the CCAPS-Japanese critical items using chi-squared test and residual analysis. Results The average scores on the Depression and Generalized Anxiety subscale in 2021 were significantly higher than those in 2020, but remained the same as in 2019. The Academic Distress subscale score in 2020 was the worst compared to 2019 and 2021. Meanwhile, the number of students who experienced severe suicidal ideation increased year by year from 2019 to 2021. Conclusion The mean mental health of first-year university students worsened after the onset of the COVID-19 pandemic, and recovered to the pre-pandemic level over the next two years. However, the number of high-risk students with suicidal ideation continued to increase. A system is required for early detection and support for students at high risk of mental health issues.

Download Full-text

How Communication with Parents Affects the Psychological Well-Being of Traditional First-Year University Students

Concordia Journal of Communication Research ◽

10.54416/vqve7088 ◽

2020 ◽

Vol 7 ◽

Author(s):

Jena Thormodson ◽

Hannah Torkelson ◽

Benjamin Diers

Keyword(s):

University Students ◽

Parental Support ◽

Private University ◽

Well Being ◽

First Year ◽

Parental Communication ◽

Psychological Well Being ◽

First Year Students ◽

First Year University ◽

First Time

Traditional first-year university students are experiencing one of life’s greatest transitions. For many students, they are learning how to live independently for the first time, navigate relationships and support, and deal with new experiences that happen in college. Since traditional first-year students are not considered developmentally as adults, this study sought to determine how parental communication can influence how students feel during this time of transition of both college and emerging adulthood. More specifically we measured how the frequency of communication and type of parental support can affect the student’s psychological well-being. A survey was used to gather this data from students at a private university in the Midwest. We concluded that the frequency of communication and parental support does affect certain areas of a first-year university student’s psychological well-being.

Download Full-text

The Effects of a Peer Mentoring Program on Academic Success Among First Year University Students

Canadian Journal of Higher Education ◽

10.47678/cjhe.v33i3.183438 ◽

2003 ◽

Vol 33 (3) ◽

pp. 1-17 ◽

Cited By ~ 5

Author(s):

Susan Rodger ◽

Paul F. Tremblay

Keyword(s):

Academic Success ◽

University Students ◽

Academic Motivation ◽

Peer Mentoring ◽

Control Group ◽

First Year ◽

Mentoring Program ◽

First Year Students ◽

Final Grades ◽

First Year University

The present study examines the effect of participation of first-year university students in a full-year peer mentoring program as well as individual differences in motivation in relation to outcome measures of retention and achievement. A sample of 983 first year students completed the Academic Motivation Inventory (Tremblay, 1998) and agreed to provide final grades; 537 students were randomly assigned to participate in the program, while the remainder served as a control group. Mentored students who continued to participate mid-way through the second semester had significantly higher final grades than did students in the control group. There was no effect on retention from year one to year two, however data are being collected on retention and grades for all groups for the length of their undergraduate careers. Students high in anxiety in the mentored group showed achievement comparable to that of low anxiety program participants, whereas students in the control group with high anxiety scored significantly worse on achievement than did their low anxiety counterparts.

Download Full-text

Kesulitan Mahasiswa Dalam Mengkoneksikan Sigma, Area, dan Definisi Integral Tentu Secara Geometri

JURNAL EKSAKTA PENDIDIKAN (JEP) ◽

10.24036/jep/vol2-iss2/238 ◽

2018 ◽

Vol 2 (2) ◽

pp. 186

Author(s):

Fridgo Tasman ◽

Defri Ahmad ◽

Suherman Suherman

Keyword(s):

University Students ◽

Learning Trajectory ◽

First Year ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Instructional Activities ◽

Hypothetical Learning Trajectory ◽

Preliminary Research ◽

Definition Of ◽

First Year University

Integral is one of major topics in Calculus course. Many university students fail in calculus course because their understanding on the concept of Integral especially in understanding definition of integral is low. This situation encourages us to design a calculus lesson to build students understanding on Integral especially integral definition by using Realistic Mathematics Education as an approach. For that, we try to design a series of instructional activities starting from introducing sigma to definition of Integral in order to know students difficulties in understanding this topic. Some first-year university students in Universitas Negeri Padang are chosen to test our Hypothetical Learning Trajectory (HLT) in our preliminary research. The result is students had difficulties in connecting the sigma, area and definition of integral. This happens because the students did not see that the activities that have been designed as a whole that cannot be separated. Therefore, it is recommended to design a series of instructional activities which is focus on connecting sigma, area and definition of integral.

Download Full-text