Parental Divorce and First-Year Students' Transition to University: The Need to Include Baseline Data and Gender

2011 ◽  
Vol 52 (5) ◽  
pp. 326-343 ◽  
Author(s):  
Maxine Gallander Wintre ◽  
Megan E. Ames ◽  
S. Mark Pancer ◽  
Michael W. Pratt ◽  
Janet Polivy ◽  
...  
Keyword(s):  
Parental Divorce ◽  
Baseline Data ◽  
First Year ◽  
Transition To University ◽  
First Year Students ◽  
And Gender

scholarly journals Anatomy of Teaching Anatomy: Do Prosected Cross Sections Improve Students Understanding of Spatial and Radiological Anatomy?

2016 ◽  
Vol 2016 ◽  
pp. 1-4 ◽  
Author(s):  
L. B. Samarakoon ◽  
S. Vithoosan ◽  
S. Kokulan ◽  
M. M. Dissanayake ◽  
D. J. Anthony ◽  
...  
Keyword(s):  
Cross Sections ◽  
Test Group ◽  
Control Group ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Radiological Anatomy ◽  
Teaching Anatomy ◽  
And Gender ◽  
Identical Series

Introduction. Cadaveric dissections and prosections have traditionally been part of undergraduate medical teaching. Materials and Methods. Hundred and fifty-nine first-year students in the Faculty of Medicine, University of Colombo, were invited to participate in the above study. Students were randomly allocated to two age and gender matched groups. Both groups were exposed to identical series of lectures regarding anatomy of the abdomen and conventional cadaveric prosections of the abdomen. The test group (n=77, 48.4%) was also exposed to cadaveric cross-sectional slices of the abdomen to which the control group (n=82, 51.6%) was blinded. At the end of the teaching session both groups were assessed by using their performance in a timed multiple choice question paper as well as ability to identify structures in abdominal CT films. Results. Scores for spatial and radiological anatomy were significantly higher among the test group when compared with the control group (P<0.05, CI 95%). Majority of the students in both control and test groups agreed that cadaveric cross section may be useful for them to understand spatial and radiological anatomy. Conclusion. Introduction of cadaveric cross-sectional prosections may help students to understand spatial and radiological anatomy better.

scholarly journals Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University

2019 ◽  
Vol 11 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Heike Schütze ◽  
Jenna Bartyn
Keyword(s):  
Student Retention ◽  
Qualitative Interviews ◽  
Retention Rates ◽  
First Year ◽  
Transition To University ◽  
First Year Students ◽  
University Experience ◽  
First Year University ◽  
Support Students ◽  
Academic Demands

The first year university experience is inherently linked to student retention and success. First year students are often unprepared for the academic requirements of university, which can result in stress, poor student outcomes and low student retention rates. Although there is considerable literature on the challenges students face when transitioning to university, there is limited research on successful interdisciplinary for-credit transition subjects that support students, particularly in Australia. An interdisciplinary for-credit transition subject for first year university students was designed, implemented and evaluated to determine students’ perceptions of its effectiveness in preparing them for the academic demands of university. Thematic analysis of 36 qualitative interviews with students was conducted. Students reported having gained knowledge and confidence in the essential academic skills required for university and therefore felt more prepared. Implementing similar subjects in other settings may provide a strategy to support students’ transition to university.

scholarly journals Social and psychological adaptation of foreign students in a Russian university

2021 ◽  
Vol 55 (2) ◽  
pp. 21-26
Author(s):  
O. S. Belova ◽  
A. G. Soloviev ◽  
A. V. Parnyakov
Keyword(s):  
Interpersonal Relationships ◽  
Foreign Students ◽  
General Medicine ◽  
Psychological Adaptation ◽  
First Year ◽  
International Faculty ◽  
First Year Students ◽  
And Gender ◽  
High Level ◽  
Medical University

Getting medical education in Russia is becoming more and more popular among foreign students every year. The need to study foreign students’ social and psychological adaptation in medical universities is caused by the increased need to train high-qualified doctors not only in our country, but also in the world community.The goal was to identify the features of social and psychological adaptation of foreign first-year students of the medical University.Methods. The study involved 131 first-year students, including 56 Indian students studying at the international faculty of General medicine of the Northern state medical University (31 boys and 25 girls); and 75 Russian students of the pediatric and medical faculties (25 boys and 50 girls). The diagnostic approach in the interethnic and gender aspects based on the methodology of socio-psychological adaptation of K.Rogers-R. Diamond, modified by A. K. OsnitskyMain results. The parameters of social and psychological adaptation of foreign first-year students corresponded to the average normative indicators, Russian students were at high level of adaptation. Foreign students, in General, had a positive attitude to themselves and others, including opportunities to contact colleagues and patients, experience average emotional comfort in interpersonal relationships and were quite active in activities. The results of the assessment of Russian students indicated a high degree of acceptance of themselves and other people, as well as emotional comfort, responsibility and high activity.Conclusions the applied aspect of the problem can be implemented in the development of programs for psychological and pedagogical support of foreign students at the initial stage of study at the Medical University.

scholarly journals Exploring Social Integration of Sport Students during the Transition to University

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Rick Hayman ◽  
Linda Allin ◽  
Andrew Coyles
Keyword(s):  
Social Integration ◽  
Best Practice ◽  
Academic Staff ◽  
Qualitative Interviews ◽  
First Year ◽  
Policy And Practice ◽  
Transition To University ◽  
First Year Students ◽  
University Policy ◽  
The North

This paper outlines findings from a study exploring student experiences of their transition and social integration during the first semester of a sport programme at a post 1992 University in the North of England. The study was implemented due to an issue with retention across the sport degree programmes and the knowledge that whilst a student’s decision to withdraw from university is multifaceted, it is influenced by factors relating to a lack of social integration, including homesickness and difficulties in making new friends (Thomas, 2002). A failure or lack of opportunity to socially integrate can also negatively impact the opening months of a student’s university experience (Mackie, 1998; Wilcox, Winn, & Fyvie-Gauld, 2005). Students were engaged as partners and co-creators with academic staff throughout the study: second year peer mentors undertook qualitative interviews with first year students, which focused on the students’ experiences of the transition to university, the importance of social integration, including barriers and facilitators and the role sport may play towards this process. Nine first year students were interviewed. Findings and best practice which may assist academic and support staff in maximising the overall university student experience are presented. Implications to aid effective university policy and practice to improve student retention, attainment and progression are discussed as well as identifying how sport can play a role as both a facilitator and barrier to developing sense of identity and belonging.

scholarly journals Exploring writing apprehension amongst Afrikaans-speaking first-year students

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Louise Olivier ◽  
Jako Olivier
Keyword(s):  
South African ◽  
Academic Literacy ◽  
Writing Apprehension ◽  
First Year ◽  
First Year Students ◽  
Writing Evaluation ◽  
Linear Relationships ◽  
Significant Difference ◽  
And Gender ◽  
Additional Support

Writing apprehension relates to a reluctance to write or even fear of writing and little research has been done on this phenomenon in the South African context, especially in terms of compulsory academic literacy and academic linguistic modules. This article aimed at determining the nature of writing apprehension in these two modules in terms of the Daly and Miller’s Writing Apprehension Test (DM-WAT), essay marks and gender at a South African university. The DM-WAT was conducted with two groups of first-year students. An exploratory factor analysis was administered and this led to the identification of four distinct factors which are also associated with related aspects in the literature: positivity towards writing, negativity towards writing, evaluation apprehension and selfefficacy and writing. It is evident that in the context of this study, the chosen instrument could not be used to measure writing apprehension, rather the four identified factors. No linear relationships between essay marks and the identified constructs were clear. Also a practical significant difference between genders was found in terms of the identified constructs. Significantly, students in the compulsory academic literacy module showed a greater tendency towards apprehension in terms of the four identified factors than students from the linguistics module. The chosen instrument could be used to gauge the identified factors. Writing in compulsory academic literacy modules should be taught through individualised student-centred methods, affective support and reflective instruction, positive personal feedback, with additional support through counselling as well as effective modelled writing behaviour from lecturers.

scholarly journals Personal development, resilience theory and transition to university for 1st year students

2017 ◽  
Author(s):  
Luke Pickard ◽  
James McKenna ◽  
Julie A Brunton ◽  
Andrea Utley
Keyword(s):  
Student Development ◽  
Self Efficacy ◽  
Personal Development ◽  
Development Theory ◽  
First Year ◽  
Structured Interviews ◽  
Transition To University ◽  
First Year Students ◽  
Self Worth ◽  
Outdoor Orientation

Aim The study aimed to determine whether an outdoor orientation programme (OOP) could increase personal development, develop resilience and aid transition and adaptation in 1st year university students. OOPs are thought to aid transition through adventure experience. Based on student development theory, outdoor orientation programmes accelerate psychological growth (Vlamis et al., 2011). Method Semi structured interviews were conducted with 14 students who attended an outdoor orientation programme to investigate the experience of attending an OOP and transition to university. The data was analysed following Braun and Clarke (2006) Six phase approach to thematic analysis. Results Thematic areas discovered included ‘Personal development – Building more than a raft’. This theme described the way in which students developed self-worth and self-efficacy through the OOP experience. ‘The fine line between challenge and fear’ describes how delivery of an intervention such as an OOP needs to be carefully delivered to enhance the benefits and limit any possible detrimental experiences. Discussion These first year students developed in terms of self-worth and self-efficacy through overcoming challenge. This development was also linked to the students surprising themselves about their capacities for handling adversity. Keywords: Adaptation; transition; 1st year students; outdoor orientation program; resilience; personal development.

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