Gifted students’ transition to university

2012 ◽  
Vol 29 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Sal Mendaglio
Keyword(s):  
Higher Education ◽  
Gifted Students ◽  
First Year ◽  
Transition To University ◽  
First Year University ◽  
Lack Of Knowledge

The transition from school to university presents novel demands for all students. Although this educational milestone has been addressed by scholars, particularly those interested in the study of higher education, there is a dearth of literature regarding gifted students’ experience of their handling demands of first-year university. In the absence of research on the topic, the article explores two themes that emerged from counselling experience with gifted students who were unsuccessful in making the transition, namely lack of knowledge of the reality of first-year university and factors unique to giftedness.

scholarly journals Socrative in Higher Education: Game vs. Other Uses

2019 ◽  
Vol 3 (3) ◽  
pp. 49 ◽  
Author(s):  
Fátima Faya Cerqueiro ◽  
Ana Martín-Macho Harrison
Keyword(s):  
Higher Education ◽  
Mobile Application ◽  
Ad Hoc ◽  
Effective Means ◽  
First Year ◽  
Perceived Satisfaction ◽  
And Performance ◽  
Faculty Of Education ◽  
Reading Activity ◽  
First Year University

The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.

scholarly journals Mental toughness in higher education: Relationships with achievement and progression in first-year university sports students

2014 ◽  
Vol 69 ◽  
pp. 87-91 ◽  
Author(s):  
Lee Crust ◽  
Keith Earle ◽  
John Perry ◽  
Fiona Earle ◽  
Angela Clough ◽  
...  
Keyword(s):  
Higher Education ◽  
Mental Toughness ◽  
First Year ◽  
First Year University

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

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.

Physical Activity and Associated Constraints Following the Transition From High School to University

2021 ◽  
Vol 45 (1) ◽  
pp. 52-60
Author(s):  
Oliver W. A. Wilson ◽  
Simon R. Walters ◽  
Michael E. Naylor ◽  
Jenny C. Clarke
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Time Management ◽  
Online Survey ◽  
First Year ◽  
Transition To University ◽  
Transition From High School ◽  
First Year University ◽  
Quantitative And Qualitative Methods ◽  
Shed Light

The considerable changes in physical activity (PA) during the transition to university are likely associated with changes in PA constraints during this transition. The purpose of this study was to examine changes in PA and associated constraints among first-year university students during the transition to university. Data concerning sociodemographic characteristics, PA behaviors, and changes in PA and constraints were collected from 121 first-year New Zealand university students via an online survey. Data were analyzed using quantitative and qualitative methods. Findings revealed that following the transition, PA declined significantly, that PA participation patterns/trends had changed (from team/group sports to individual activities and to less competitive and/or more social activities), and that changes in constraints (intrapersonal, interpersonal, and time management) may have influenced changes. Findings shed light on how changes in constraints potentially influence PA following the transition and provide evidence to inform the development of policies and interventions to promote student PA.

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 Taking Risks With Their Hearts: Risk And Emotion In Innovative Forms Of Assessment

2015 ◽  
Vol 12 (2) ◽  
pp. 33-50
Author(s):  
Tania Leiman ◽  
◽  
Elizabeth Abery ◽  
Eileen M. Willis ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Health Science ◽  
First Year ◽  
Pedagogical Approach ◽  
Science Topic ◽  
First Year University

Research involving student and tutor responses to a ‘pedagogy of the heart’ approach in a first year university health science topic revealed anxiety, insecurity and perceptions of unpredictability in relation to an innovative arts-based assignment designed to elicit and assess experiential or imaginal knowledge. Using the lens of contemporary theories of risk, and explicitly considering the role of emotion in assessment, this paper identifies both the effectiveness of and challenges encountered in this form of assessment. It also explores the relationships between risk and emotion, and between risk and assessment, particularly for young people in the higher education context. By comparing the risks involved with the benefits to be gained, the efficacy of adopting such a pedagogical approach is reviewed.

Introduction

2013 ◽  
pp. 1-18
Keyword(s):  
Higher Education ◽  
Activity Theory ◽  
University Student ◽  
First Year ◽  
First Year University

This chapter presents an Activity Theory perspective on technology in a context of higher education. It introduces the reader to the basic constructs and principles of Activity Theory through the experiences of a hypothetical first-year university student, Anne. Her experiences highlight the complex role that technology can play in reshaping and disrupting forms of learning that are deeply rooted in cultural, historical, and social traditions. The chapter sets the stage for the argument that Activity Theory explains technology’s role in the development and transformation of learning and provides a framework to make sense of them.

scholarly journals Supporting students' transition to higher education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katarina Perander ◽  
Monica Londen ◽  
Gunilla Holm
Keyword(s):  
Higher Education ◽  
University Students ◽  
Qualitative Content Analysis ◽  
Study Strategies ◽  
First Year ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Transition To Higher Education ◽  
First Year University

PurposeThe purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.Design/methodology/approachA qualitative content analysis was done of 190 reflective journals written by first-year university students.FindingsThe main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.Practical implicationsThis study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.Originality/valueThis study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.

Undergraduate Peer Mentoring: An Investigation into Processes, Activities and Outcomes

2007 ◽  
Vol 6 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Ros Hill ◽  
Peter Reddy
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Professional Identity ◽  
Peer Mentoring ◽  
Student Participation ◽  
First Year ◽  
Personal Integrity ◽  
Academic Values ◽  
Transition To University ◽  
Unique Part

Peer mentoring of undergraduates is increasingly being used in higher education to reduce first year attrition by aiding transition to university. We propose that peer mentoring may also be a means of transmitting the values and ethics which reflect academic and personal integrity and underpin graduate and professional identity. In a qualitative study, we examined students' expectations and subsequent experience of a psychology undergraduate pilot mentoring scheme, together with the process and content. Mentors and mentees felt that mentors had a unique part to play in aiding transition to university. Mentors' advice reflected implicit academic values rather than strategic short cuts and mentoring cued reflection on their own development. The implications for encouraging student participation in mentoring schemes are discussed.

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