Meaning making of mentorship for the tuition-free student

PurposeThe study aimed to explore how student recipients of a full-tuition scholarship envision, define and experience mentorship and the types of relationships they have and expect from mentors. The study adds to the growing body of literature on mentorship as supplemental support for college student success.Design/methodology/approachSemi-structured interviews of 20 first-year college students in the Mid-West United States were collected as a part of a more extensive mixed-methods study. The authors used a four-phase process to refine, derive meaning and develop themes. Kegan's orders of consciousness explain how students make meaning of mentorship.FindingsStudents described mentoring as a service that could provide specific transactional features. Ten participants were unable to acknowledge a mentoring relationship at all, despite describing mentoring experiences and opportunities. Students often align with Kegan's second order, which focuses on self and valuing transactional, short-term relationships. Adjusting approaches to explaining mentorship and the value of building relationships appear to be an opportunity for research and practice.Originality/valueThis study illustrates an apparent disconnect between the intent of mentorship and the experiences of mentees. The students' experiences add a valuable perspective that supports the need to further refine mentoring practices in meaningful ways to impact student success, persistence and retention.

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Assisting students to identify sources: an investigation

Library Review ◽

10.1108/lr-07-2013-0100 ◽

2014 ◽

Vol 63 (8/9) ◽

pp. 624-636 ◽

Cited By ~ 2

Author(s):

Allison Faix

Keyword(s):

Evaluation Process ◽

First Year ◽

First Year Students ◽

Content Type ◽

First Year College ◽

Different Types ◽

Literacy Course ◽

First Year College Students ◽

Types Of Information ◽

Writing Instructors

Purpose – This study aims to look at three classes of first-year students enrolled in an Information Literacy course and examines the difficulties these students encountered when attempting to identify different types of information. Design/methodology/approach – In this study, 41 annotated bibliography assignments, in which students were required to state which type of source they had chosen and why were examined and trends in the misidentification of sources were analysed. Findings – Students in the study misidentified half of the sources they used, and struggled equally when identifying sources they located through library databases and the Internet. Trends in the misidentification of these sources were analysed, leading to recommendations for assisting students with learning how to identify sources. Research limitations and implications – Although the sample size of this study was small, further research into how students identify different types of information would help librarians develop further strategies for teaching source identification as a first step in the source evaluation process. Originality/value – Librarians and writing instructors often collaborate to help first-year college students learn how to evaluate the sources they use in research projects, but often overlook making sure these students can first correctly identify the different types of information they are evaluating.

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Psychological contracts in self-directed work teams

Team Performance Management ◽

10.1108/tpm-07-2016-0035 ◽

2017 ◽

Vol 23 (3) ◽

pp. 136-155 ◽

Cited By ~ 5

Author(s):

Frits Schreuder ◽

Rene Schalk ◽

Jeroen de Jong

Keyword(s):

Psychological Contract ◽

Psychological Contracts ◽

First Year ◽

Content Type ◽

Team Members ◽

First Year College ◽

Team Commitment ◽

Student Teams ◽

First Year College Students ◽

And Performance

Purpose This study aims to examine reciprocal exchange in teams using a psychological contract (PC) framework. Adopting Rousseau’s conceptualization of the contract, the authors explore the extent to which the team members reciprocate perceived team obligations and fulfilment by adjusting their own obligations and fulfilment. A new scale for the measurement of obligations and fulfilment was developed. Team commitment was hypothesized as a mediating variable. Design/methodology/approach The new PC scale was tested in a longitudinal study design. A survey of a representative sample of 230 Dutch first-year college students nested in 73 teams was conducted. Findings The authors found that in student teams, perceived team obligations at Time 1 are positively associated with perceived member obligations at Time 2. Furthermore, they found higher commitment to the team as the team fulfilled the obligations as perceived by its members. Contrary to the exchange theory, in student teams, perceived fulfilment of obligations at Time 1 is not reciprocated by more obligations of its members at Time 2. No significant mediating effects are found of team commitment. Originality/value To date, this study provides the first measurement of contract fulfilment in non-hierarchical team relationships. The instrument can act as a tool to assess future team effectiveness and performance and adjust team composition accordingly.

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Academic technology confidence levels vs ability in first-year traditional and non-traditional undergraduates

Library Hi Tech ◽

10.1108/lht-03-2016-0032 ◽

2016 ◽

Vol 34 (3) ◽

pp. 468-479 ◽

Cited By ~ 1

Author(s):

Michelle Eichelberger ◽

Bonnie Imler

Keyword(s):

Test Performance ◽

Traditional Students ◽

First Year ◽

Technology Skills ◽

Test Results ◽

Test Environment ◽

Content Type ◽

First Year College ◽

Post Test ◽

First Year College Students

Purpose The purpose of this paper is to examine the technology confidence, skills, and post-skills-test emotions in traditional (younger than 24 years old) and non-traditional (24 and older) first-year college students at three undergraduate campuses in the Northeastern USA. Design/methodology/approach Totally, 39 college freshmen from three college campuses were recruited for the study. An online test environment and screen recording software were used to measure student proficiency in using PDFs, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Gmail, and Windows. Data were collected in September 2013. Findings The majority of the students struggled with at least one facet of academic software. Traditional students were more confident than non-traditional students in their technology skills, but they did not score any higher on the skills test. Students who placed at the high end and low end of the test results curve most accurately assessed their technology skills, and their post-test feelings were the most appropriate in light of their test results. A large percentage of the traditional aged students were overconfident about their skills and self-identified as “happy” or “wonderful” even after performing poorly on the test. Originality/value Having concrete data about student technology skills, rather than anecdotal data from Reference Desk interactions, can help librarians design improved instruction and tutorials that target areas of student technology weakness. In addition, there have been no studies that examine student immediate emotional response to test performance in this type of testing environment.

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Suicide Risk Among College Student

Crisis ◽

10.1027/0227-5910/a000340 ◽

2015 ◽

Vol 36 (6) ◽

pp. 416-423 ◽

Cited By ~ 11

Author(s):

Richard Shadick ◽

Faedra Backus Dagirmanjian ◽

Baptiste Barbot

Keyword(s):

Sexual Minority ◽

Students Of Color ◽

Structural Equation ◽

Suicide Risk ◽

Equation Modeling ◽

First Year ◽

Chi Square ◽

First Year College ◽

Marginalized Groups ◽

First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

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Supplemental Material for Efficacy of Alcohol Interventions for First-Year College Students: A Meta-Analytic Review of Randomized Controlled Trials

Journal of Consulting and Clinical Psychology ◽

10.1037/a0035192.supp ◽

2014 ◽

Keyword(s):

College Students ◽

Randomized Controlled Trials ◽

First Year ◽

Controlled Trials ◽

First Year College ◽

Randomized Controlled ◽

Alcohol Interventions ◽

Analytic Review ◽

First Year College Students

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Supplemental Material for Correcting Exaggerated Drinking Norms With a Mobile Message Delivery System: Selective Prevention With Heavy-Drinking First-Year College Students

Psychology of Addictive Behaviors ◽

10.1037/adb0000566.supp ◽

2020 ◽

Keyword(s):

College Students ◽

Delivery System ◽

Heavy Drinking ◽

First Year ◽

Message Delivery ◽

First Year College ◽

First Year College Students ◽

Selective Prevention

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Gambling and Alcohol Use Among First-Year College Students

PsycEXTRA Dataset ◽

10.1037/e520962007-001 ◽

2006 ◽

Author(s):

Tracey L. Rocha ◽

M. Dolores Cimini ◽

Angelina X. Diaz-Myers ◽

Matthew P. Martens ◽

Estela M. Rivero ◽

...

Keyword(s):

College Students ◽

Alcohol Use ◽

First Year ◽

First Year College ◽

First Year College Students

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Examining Vocational Exploratory Behavior in First-Year College Students

PsycEXTRA Dataset ◽

10.1037/e700022007-001 ◽

2007 ◽

Author(s):

Rachel F. Pickett ◽

Paul A. Gore ◽

Jane L. Swanson

Keyword(s):

College Students ◽

Exploratory Behavior ◽

First Year ◽

First Year College ◽

First Year College Students

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Is Pre-College Interpersonal Trauma Associated with Cannabis Use?

10.31234/osf.io/qhufj ◽

2020 ◽

Author(s):

Terrell A Hicks ◽

Daniel Bustamante ◽

Kaitlin E Bountress ◽

Amy Adkins ◽

Dace S Svikis ◽

...

Keyword(s):

College Students ◽

Interpersonal Trauma ◽

Demographic Variables ◽

Cannabis Use ◽

First Year ◽

Southeastern Part ◽

First Year College ◽

Large N ◽

First Year College Students ◽

Experimental Use

Objective: To examine the prevalence and correlates of lifetime cannabis use (i.e., experimental [use 1-5 times] and non-experimental [use ≥ 6 times]) in relation to demographics, interpersonal trauma (IPT), and alcohol and nicotine use.Participants: A large (n = 9,889) representative sample of college students at an urban college campus in the southeastern part of the United States.Methods: Participants were 4 cohorts of first-year college students who completed measures of demographic variables, cannabis, alcohol, nicotine, and IPT. Associations were estimated using multinomial logistic regressions.Results: The prevalence of lifetime cannabis use was 45.5%. Specifically, 28.1% reported non-experimental cannabis use and 17.4% reported experimental cannabis use. Race, cohort, nicotine, and IPT were associated with experimental and non-experimental cannabis use. Additionally, alcohol and sex were associated with non-experimental cannabis use.Conclusions: Results show that cannabis use is prevalent among college students and is associated with race, IPT, and other substance use.

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