Shifts in Spiritual and Religious Self-Perceptions in the First Year of College

2021 ◽  
pp. 128-153
Author(s):  
Alyssa N. Rockenbach
Keyword(s):  
Personal Characteristics ◽  
First Year ◽  
Religion And Spirituality ◽  
First Year Students ◽  
Self Perceptions ◽  
Spiritual But Not Religious ◽  
First Year Of College ◽  
Institutional Contexts ◽  
Spiritual Self ◽  
Parallel Reactions

This study draws on an original national and longitudinal survey to examine patterns and predictors of change in religious and spiritual self-perceptions among over seven thousand college students in their first year on campus. The chapter identifies the personal characteristics, institutional contexts, and collegiate experiences that shaped students’ perceptions of themselves in relation to religion and spirituality. Twenty-eight percent of first-year students changed their self-perception in the first year of college; a switch to “spiritual but not religious” was the most common type of change. The study illuminates parallel reactions to religious and spiritual descriptors among certain groups. For example, both atheists and evangelical Christians were less likely than mainline Protestants to adopt the “religious but not spiritual” and “spiritual but not religious” labels. Lived experiences in the first year of college made a notable impact on students’ self-perceptions of spirituality.

scholarly journals Taking Retention Seriously: Rethinking the First Year of College

1999 ◽  
Vol 19 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Vincent Tinto
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Learning Environments ◽  
Faculty Members ◽  
Learning Activities ◽  
First Year ◽  
First Year Students ◽  
Shared Learning ◽  
First Year Of College

Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.

scholarly journals THE PARAMETERS OF PSYCHOLOGICAL DEFENSE OF FIRST-YEAR STUDENTS IN CORRELATION TO THEIR PERSONAL CHARACTERISTICS

2016 ◽  
pp. 176-180
Author(s):  
E. A. Panasenko ◽  
I. S. Morozova
Keyword(s):  
Defense Mechanisms ◽  
Personal Characteristics ◽  
First Year ◽  
Jet Formation ◽  
First Year Students ◽  
Psychological Defense ◽  
Expression Of Emotions ◽  
Perception Of Time ◽  
Natural Expression ◽  
Psychological Defenses

The article features the problem of correlation between the parameters of psychological defenses and personality characteristics of students. It was found that if the person, when resolving difficult life situations, has resorted to the use of defense mechanisms, such as repression, regression, compensation, substitution or jet formation, this leads to a decrease of flexibility of behavior and refusal to accept themselves as is, an increase of the dependence on the opinion of others, and prevents adequate perception of time. The article defines the dominant mechanisms of psychological defenses among first-year students, such as the mechanism of "projection", "denial" and "intellectualization ". It is proved that self-actualized individuals change their behavior in accordance with the situation and demonstrate a natural expression of emotions and feelings, asking others for support.

scholarly journals The Use of Ritual and Ceremony in Strengthening Institutional Affiliation Among First-Year Students

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Michael J. Siegel
Keyword(s):  
Colleges And Universities ◽  
Frame Of Reference ◽  
Campus Culture ◽  
First Year ◽  
Campus Community ◽  
Institutional Affiliation ◽  
First Year Students ◽  
First Year Of College ◽  
Policies And Procedures ◽  
The Way

This paper advocates the use of a cultural frame of reference for organizing programs, policies, and procedures in the first year of college. It examines the way in which colleges and universities invoke elements of campus culture, primarily through rituals and ceremonies, to socialize students and strengthen bonds in the campus community in the first year. Discussing two primary rituals types--Rituals of Induction and Rituals of Affiliation--the paper highlights and discusses examples of the practice of using campus culture to acclimate first-year students at select institutions and offers suggestionss for identifying and celebrating rituals and ceremonies on campus.

scholarly journals The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach

2021 ◽  
Vol 9 (2) ◽  
pp. 50-77
Author(s):  
Tobias Jenert ◽  
Taiga Brahm
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Personal Characteristics ◽  
Individual Characteristics ◽  
First Year ◽  
Contextual Diversity ◽  
First Year Students ◽  
Contextual Differences

Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.

Adults' Knowledge of General Psychology

2003 ◽  
Vol 8 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Adrian Furnham ◽  
Inés Callahan ◽  
Richard Rawles
Keyword(s):  
Sex Education ◽  
Personal Characteristics ◽  
First Year ◽  
General Psychology ◽  
Specific Knowledge ◽  
First Year Students ◽  
Multiple Choice Tests ◽  
Item Questionnaire ◽  
Standard Textbook ◽  
Choice Tests

This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variability in the extent to which participants checked the correct answer, with an overall average of only 56% (just above chance). There was no statistical difference between the two groups in knowledge overall or in any particular areas. A regression showed books read and belief in the scientific nature of psychology to be the best predictors of overall knowledge. In the second study, 94 first-year students at the beginning of their course and 136 student applicants completed a 114-item questionnaire derived from a different textbook, this time focusing on child development. There was no difference in the correct responses between a psychology-student and nonstudent group, with both groups getting around 53% of the answers correct. Interest in, and experience of, psychology did not predict total correct scores. Like previous studies in the area, the results failed to indicate any major variables that predict knowledge of psychological processes.

The Development, Implementation, and Assessment of a Systematic Academic Advising Program for Exploratory First-Year Students

2003 ◽  
Vol 23 (1-2) ◽  
pp. 75-84
Author(s):  
Weldon P. Sams ◽  
Laura S. Brown ◽  
Ruth B. Hussey ◽  
Michael J. Leonard
Keyword(s):  
Pilot Study ◽  
Academic Advising ◽  
Personal Characteristics ◽  
Academic Programs ◽  
First Year ◽  
First Year Students ◽  
Informed Decisions ◽  
Educational Plans ◽  
Productive Role

All students, but especially freshmen, must understand their personal characteristics (interests, abilities, and values), learn the characteristics of academic programs, and use this information to develop their educational plans. In addition, they must learn about academic rules, procedures, and deadlines. We describe the development, implementation, and assessment of a systematic academic-advising program, The DUS Navigator, for exploratory freshmen. After a 1-semester pilot study, the program was delivered and assessed through five iterations. The results indicate that the program helps exploratory students take an active and productive role with advisors to make informed decisions about their educational plans.

scholarly journals Agriculture faculty students’ meanings translation in conditions of the development of communicative competence

2020 ◽  
Vol 175 ◽  
pp. 15028 ◽  
Author(s):  
Elena Suroedova ◽  
Yulya Tushnova ◽  
Ekaterina Belousova
Keyword(s):  
Communicative Competence ◽  
Personal Characteristics ◽  
Descriptive Statistics ◽  
Psychological Characteristics ◽  
First Year ◽  
Qualitative Aspect ◽  
First Year Students ◽  
Training Courses ◽  
Information Interpretation ◽  
Senior Students

This article discusses psychological characteristics of communicative and speech competence of the agriculture faculty students. The authors pay attention to the study of students communication skills in the process of interaction, their ability to translate meaning, skills of information interpretation and effective meaning transfer. The study involved 120 students aged 17 to 23 years (M=20.75, SD=2.25 (37% men). Methods were used: a survey – “Communicative competence” of L. Michelson in the modification of Yu.Z. Gilbukh; testing – subtest No. 6 of the Wechsler test; analytic tasks – a method of supplementing / completing / restoring a speech utterance, a classification method; statistical methods (descriptive statistics , Mann Whitney U test, Kruskal-Wallis test). The study found that first-year students differ from senior students in communicative competence. The speech competence of graduate students in a qualitative aspect is better developed, however, it is distorted by the influence of personal characteristics and the situation. The research prospects are aimed at studying the differences in speech and communicative competence of students who completed training courses on the development of these abilities. It is also promising to study the characteristics of the process of meaning, as variables in the formation of speech and communicative competence.

The role of the tutor in the adaptational period of first-year students

2018 ◽  
Author(s):  
Vera Nikolaevna Il'icheva ◽  
Dmitrij Aleksandrovich Sokolov ◽  
Nikolaj Nikolaevich Pisarev ◽  
Arina Mikhailovna Karandeeva ◽  
Mariya Iurevna Soboleva ◽  
...  
Keyword(s):  
Personal Characteristics ◽  
Educational Environment ◽  
Educational Medium ◽  
First Year ◽  
First Year Students ◽  
Approach To Learning ◽  
Individual Approach

Adaptation of first-year students to educational medium of a university is the main problem of the faculty. According to the authors’ opinion a key role in this period is played by the tutor, which helps the student to become accustomed to the conditions of the psychological and pedagogical process in the educational environment. When forming an individual approach to learning, one should take into account the personal characteristics of each student, stimulate interest based on professional and motivational components, following the achievement of the main goal – mastering the specialty.

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