‘It’s been a challenge finding new ways to learn’: first-year students’ perceptions of adapting to learning in a university environment

2020 ◽  
pp. 1-15
Author(s):  
Rose B. Cameron ◽  
Candice A. Rideout
Keyword(s):  
First Year ◽  
First Year Students ◽  
University Environment

scholarly journals Elements of Engagement for Successful Learning

2014 ◽  
Author(s):  
Amy Schweinle ◽  
Marcy Reisetter ◽  
Valerie Stokes
Keyword(s):  
Student Engagement ◽  
Sense Of Self ◽  
Life Goals ◽  
First Year ◽  
First Year Students ◽  
University Environment ◽  
Midwestern University ◽  
Interpretive Approach ◽  
The Individual ◽  
Positive Engagement

In this research we sought to understand student practices, beliefs, and behaviors that led to positive engagement on campus. More specifically, we studied student engagement as a function of the individual within the contexts of classroom and university environment using a basic interpretive approach. First year students from a medium-sized, public, Midwestern university participated in interviews on engagement, the classroom, university, and community contexts. Results suggest that both personality and a sense of self influence students' levels of engagement. Students who had identified life goals and who sought related activities and relationships made greater use of university resources and felt more engaged. We propose ways in which instructors and universities can make simple changes that may help enhance the experience of all students.

Difficulties of Adaptation of the First-Year Students at Technical University

2018 ◽  
Vol 7 (4) ◽  
pp. 33-36
Author(s):  
А. Авдеева ◽  
Anna Avdeeva ◽  
Ю. Сафонова ◽  
Yu. Safonova
Keyword(s):  
Professional Education ◽  
Social Role ◽  
Educational Process ◽  
First Year ◽  
Career Motivation ◽  
First Year Students ◽  
University Environment ◽  
Cognitive Components ◽  
Technical University ◽  
Higher Professional Education

The article presents the results of the study of an adaptation process of first-year students to the environment of the technical university. The actuality and novelty of this work are conditioned by current changes in the Russian system of higher professional education. The following problems of adaptation are pointed out as typical ones: lack of knowledge of the specifi cs of social interaction at the university in students; inadequate conceptualizations about organization of the educational process at the higher school; an external and mixed career motivation in the fi rst year’s students. A diversifi ed socio-cultural university environment is being described as a factor contributing to acceptance of the social role of «student» at the emotional level. At the same time, forming the cognitive components of the «student» role takes place not earlier than 5-6 weeks of the study at university. The results of this research have shown the necessity of including of adaptation training into the educational process for fi rst-year students.

scholarly journals THE PSYCHOLOGICAL FEATURES OF ADAPTATION IN FIRST-YEAR UNIVERSITY STUDENTS

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.

scholarly journals Digital Technologies’ Impacts On Student Social Adaptation During Coronavirus Pandemic

2021 ◽  
Vol 13 (4) ◽  
pp. 740-748
Author(s):  
Tatiana I. Shulga ◽  
Ya Juan Li ◽  
Julia A. Krokhina ◽  
Sergey V. Semenov ◽  
Elena L. Ryazanovae ◽  
...  
Keyword(s):  
Digital Technologies ◽  
Educational Process ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
University Environment ◽  
Nonresident Students ◽  
Questionnaire Method ◽  
High Level ◽  
The University

The coronavirus pandemic has caused a rather difficult period of adaptation of students to the university system and the new educational process. Digital technologies came to the rescue, which contributed to some solution of emerging adaptation issues for nonresident students. This article is aimed at identifying the features of social adaptation of nonresident students to the educational process at the university. As a research method, the questionnaire method was used, which allowed to identify and analyze the peculiarities of adaptation of first-year students from other cities to the university environment and university requirements. The article reveals the influence of digital technologies on the adaptation of students to the university environment and new living conditions. It was determined that, in general, the participants have a high level of adaptation to the university environment, even in the conditions of the coronavirus pandemic. Keywords:  digital technologies; educational environment; social adaptation; student youth

Integrating the First-Year Experience into Philosophy Courses

2020 ◽  
Vol 43 (4) ◽  
pp. 455-470
Author(s):  
Matthew P. Schunke ◽  
Keyword(s):  
Meaning In Life ◽  
First Year Experience ◽  
Philosophical Tradition ◽  
First Year ◽  
First Year Students ◽  
Philosophical Inquiry ◽  
University Environment ◽  
The University

This article argues that integrating philosophy courses and the first-year experience can address the problem of attracting students to the philosophy major and make philosophical material more accessible and engaging. Through a reflection on teaching a first-year honors seminar on the topic of meaning in life, I show how we can use the philosophical tradition to help students with the transition into the university environment and, in the process, give them a sense of the value of philosophy as a tool to think through and evaluate their current experiences. The article demonstrates the value of philosophy to first-year students and shows how philosophy faculty and departments are well-suited to contribute to first-year programming at their institutions. Furthermore, it shows how addressing these issues can help departments recruit students into their major and minors while also sparking a genuine interest in philosophical inquiry.

Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

2008 ◽  
Vol 10 (3) ◽  
pp. 361-389 ◽  
Author(s):  
Kadian M. Callahan
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Peer Interactions ◽  
First Year ◽  
Undergraduate Mathematics ◽  
First Year Students ◽  
University Environment ◽  
Self Confidence ◽  
Undergraduate Study ◽  
Undergraduate Programs

Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini, 1980, 1991, 2005). Research shows that reasonable levels of social interactions along with interactions that are academically-centered support students' persistence in undergraduate study (Bank, Slavings, & Biddle, 1990; Liu & Liu, 2000; Loo & Rolison, 1986). While both social and academic interactions among students shape undergraduate learning experiences, these interactions can differentially influence students' academic success and retention in undergraduate education. This study examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) in which students engaged both inside and outside of the classroom setting, and the relationship between participation in ACPIs to retention in undergraduate mathematics-based programs.

scholarly journals Features of adaptation and adaptive capabilities of first-year students with different strategies for translating meanings

2020 ◽  
Vol 210 ◽  
pp. 18088
Author(s):  
Evgenia Krasnova ◽  
Elena Suroedova ◽  
Nataliya Mamchits
Keyword(s):  
Rank Correlation ◽  
Survey Method ◽  
First Year ◽  
First Year Students ◽  
University Environment ◽  
Verbal Activity ◽  
Professional Activities ◽  
Adaptive Capabilities ◽  
Meaning Transfer ◽  
The Relationship

Successful adaptation of students to the University environment is a prerequisite for effective educational and professional activities and the formation of a professional personality. The article describes the study of adaptation and adaptive capabilities of students with different strategies for translating meanings, the relationship between verbal and non-verbal activity of students and their adaptation to higher education, and adaptive capabilities. The sample was made up of the first year students studying in the areas of Psychology and Linguistics. A total of 78 people participated in the study, including 56 girls, 22 boys aged 17-20 years (M=17.9; SD=0.58; 71.8% of girls). The following methods were used: survey-method "strategies of meaning transfer" by E. A. Suroedova, the method of "Adaptation of University students" by T. D. Dubovitskaya, A.V. Krylova, multi-level personality questionnaire (MLE) of "Adaptability" A. G. Maklakova and S. V. Chermiyanina; statistical methods (descriptive statistics, Mann Whitney U test, Kruskal-Wallis test, Wilcoxon Rank-Sum Test, Spearman rank correlation coefficient). The study established differences in the adaptation and adaptability of first-year students with different strategies of meaning transfer, and revealed the relationship with the adaptive capabilities of students and verbal activity. The results of the study can be useful for psychological services to help students adapt and develop communication skills, namely the ability to translate meanings, and researchers in the field of educational psychology.

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

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