scholarly journals Transition to Higher Education: lifestyle changes, health condition and academic success of first-year students

2016 ◽  
pp. 141-148
Author(s):  
Andreia Soares ◽  
Marco Pereira ◽  
José Canavarro
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Health Condition ◽  
Lifestyle Changes ◽  
First Year ◽  
First Year Students ◽  
Transition To Higher Education

A FIRST-YEAR STUDENTS’ ADAPTATION TO DIFFICULTIES AT HIGH EDUCATIONAL ESTABLISHMENTS

2021 ◽  
pp. 97-113
Author(s):  
Nailya R. Salikhova ◽  
◽  
Aida R. Fakhrutdinova ◽  
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Personal Development ◽  
Early Stage ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Social Community ◽  
Transition To Higher Education ◽  
Study Participants

Data from an empirical study aimed at identifying the difficulties faced by students in their transition to higher education, the overcoming of which is important for personal development, are presented in the article. The study participants (n=179) were asked to describe the difficulties of transition from school to University in the 1st year based on analysis of their autobiographical memory. The content analysis of texts allowed identifying the main themes and compiling a list of challenges, and then the frequency of occurrence of each of them was determined. According to the results, the most actual difficulties are the different aspects of integrating into the new social community due to sharp changes in the social environment during the transition from school to University. A big challenge is the need for self-organization in educational and everyday matters, planning and organizing your time. The third most frequently mentioned is learning difficulties, especially those related to mastering the material in the new educational environment. Problematic areas of adaptation to higher education that have not been previously reflected in the sources are the establishment of a common life in the dormitory, pressure from parents, the manifestation of their individuality, the increase in the length of classes and the pace of learning, romantic relationships and language barriers. The difficulties of the first examination session are much less frequently mentioned, and are more frequently mentioned when examining the current adaptation process. The results of the study can be used for the development and subsequent implementation of a system of practical measures aimed at helping students to adapt to the new environment and conditions. Such assistance to students in building a new way of life at a university, especially at an early stage of study, is necessary not only to improve the effectiveness of the educational process, but also to facilitate the processes of personal growth and development of students

scholarly journals Introduction to academic traditions as psycho-pedagogic factor of adaptation of first year students

2019 ◽  
pp. 147-150
Author(s):  
Vladimir V. Iokhvidov ◽  
Marina Ye. Genadis ◽  
Eleonora G. Tszyu
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Education Institution ◽  
Theory And Practice ◽  
First Year ◽  
Higher Education Institution ◽  
First Year Students ◽  
Situational Anxiety ◽  
Pedagogic Theory ◽  
Made In

The article is made in the framework of the study of psychological and pedagogic factors of adaptation of students who have started to attend a higher education institution. These include ceremony of initiation in the student life, that is still little considered in pedagogic theory and practice. In our research we realised identification implicitly of the academic traditions presented in activity of higher education institution.. On an experimental basis, it is proved that the organised introduction of students into academic traditions leads to an improvement, compared with students with whom such work is not carried out, adaptation to environment of a higher education institution, situational anxiety, subjective satisfaction with learning at a higher education institution, and academic success.

scholarly journals Supporting First-Year Students During the Transition to Higher Education: The Importance of Quality and Source of Received Support for Student Well-Being

2019 ◽  
Vol 10 (3) ◽  
pp. 64-75
Author(s):  
Rebecca Maymon ◽  
Nathan C Hall ◽  
Jason M Harley
Keyword(s):  
Higher Education ◽  
Well Being ◽  
First Year ◽  
Staff Support ◽  
First Year Students ◽  
Transition To Higher Education ◽  
Sources Of Support ◽  
Traditional Assessments ◽  
Support Family

The present exploratory study evaluated perceptions of actual support received in relation to stress and well-being among first-year students attending Canadian and U.S. higher education institutions (N = 126). Given that traditional assessments of received support account only for how often support was received, the present research examined unique effects of support quality in addition to frequency with respect to four distinct sources of support (family, friends, faculty/staff, institution). Following from empirical confirmation of received support frequency (RSF) and received support quality (RSQ) as distinguishable constructs, RSQ was found to significantly mediate effects of RSF across varied well-being outcomes (e.g., stress, burnout, quitting intentions) in relation to family, faculty/staff, and institution support. Overall, study findings highlight the importance of evaluating the quality of support received by first-year students during the transition to higher education and show faculty/staff support to be an important contributor to student well-being.

scholarly journals Crossing disciplinary boundaries: Students’ experiences of facilitating a learning support programme at a South African university

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Sithabile S. Ntombela ◽  
Samukelisiwe Mngomezulu
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
First Year ◽  
Learning Support ◽  
Access To Higher Education ◽  
Peer Mentors ◽  
First Year Students ◽  
Disciplinary Boundaries ◽  
Support Programme ◽  
Senior Students

Increased access to higher education has brought into focus the under-preparedness of students for higher education and vice versa. As such, various programmes have been developed to enhance students’ success in universities. In one institution, an administrator and a lecturer collaborated with senior university students to facilitate a learning support programme where the students acted as peer mentors. The study sought to document students’ experiences of facilitating a peer-mentorship programme that targets first year students as well as senior students who were regarded as at risk of academic exclusion. Using a qualitative case study and Bandura’s social learning theory, 30 peer mentors were purposively selected to generate data through a peer mentors’ reflection workshop. Findings of the study suggest that the mentors were more successful in working with first year students than with senior students. The article concludes that, because of the training provided, mentors were knowledgeable about the programme and the resources available to support mentees. Further studies should solicit mentees’ views and experiences of such a programme, especially those reluctant to take part, as that will highlight areas that require attention to raise the participation and academic success of all participants.

scholarly journals The Transition and Adjustment to First-Year Students with Specific Learning Disabilities

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Wanda M. Hadley
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Colleges And Universities ◽  
First Year ◽  
Students With Learning Disabilities ◽  
Individuals With Disabilities ◽  
First Year Students ◽  
Transition To Higher Education ◽  
Education Act

Students with learning disabilities are one of the fastest growing student population attending colleges and universities. Students with learning disabilities in the pre-kindergarten through twelfth grade (PK-12) educational system are protected by the Education of All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act (IDEIA) of 1990/Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Conversely, when students with learning disabilities transition to higher education they are no longer covered by these legislations. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit colleges and universities from discriminating against students with disabilities and mandate that accommodations be provided. The types and levels of accommodations and services offered in higher education, however, are not as extensive as those required to be provided in the PK-12 system. This article comes from a four-year study of the same group of 10 first-year students with dyslexia and/or reading problems. It chronicles their adjustments to the academic expectations of the college environment as they transitioned from high school to college. Chichering (1969; Chickering & Reisser, 1993) provies the theoretical framework for the study. The study begins durign the students' first year of college and concludes four years later when the students are seniors preparing to graduate. Questions in the study were asked of the students over a four-year period.

scholarly journals Academic preparedness of students – an exploratory study

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Linda Du Plessis ◽  
Daleen Gerber
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Drop Out ◽  
First Year ◽  
Valuable Insight ◽  
Academic Preparedness ◽  
First Year Students ◽  
North West ◽  
Student Failure ◽  
High Level

The high level of student failure, accompanied by an increased drop-out rate, is problematic in higher education. It is especially a concern in programmes with the subjects of Mathematics, Accounting and Science. Over many years, models of student admission and selection have been widely researched both internationally and in South Africa. Research indicates that in the academic domain, underpreparedness results from a combination of a lack of English proficiency, mathematical ability and effective study skills. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for students of Commerce, Information Technology, Business, Mathematics and Informatics courses at the Vaal Triangle Campus (VTC) of North-West University (NWU) in 2010. The question at that time then arose as to what criteria should be used for placing students in the extended programme. The placement of first-year students in appropriate programmes should be done with sensitivity to enhance academic success but, at the same time, should not ‘label’ students as underprepared. This paper provides perspectives on the selection criteria available for predicting academic success/preparedness, and then reports on students’ own experiences. An action research study was conducted on the academic achievement of two cohorts of first-year students at the VTC of NWU. The quantitative results of the performance of first-year students in their core modules are compared to the results of predictive tests written after admission. The results provide valuable insight into the placement of students.Keywords: Academic preparedness, extended programmes, national senior certificate, national benchmark testDisciplines: Education management studies, higher education studies

scholarly journals How Different Diversity Factors Affect the Perception of First-Year Requirements in Higher Education

2021 ◽  
Vol 9 (2) ◽  
pp. 78-95
Author(s):  
Carla Bohndick ◽  
Elke Bosse ◽  
Vanessa K. Jänsch ◽  
Miriam Barnat
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Social Background ◽  
Student Diversity ◽  
Individual Factors ◽  
First Year ◽  
First Year Students ◽  
Educational Biography ◽  
Transition To Higher Education ◽  
The Individual

In the light of growing university entry rates, higher education institutions not only serve larger numbers of students, but also seek to meet first-year students’ ever more diverse needs. Yet to inform universities how to support the transition to higher education, research only offers limited insights. Current studies tend to either focus on the individual factors that affect student success or they highlight students’ social background and their educational biography in order to examine the achievement of selected, non-traditional groups of students. Both lines of research appear to lack integration and often fail to take organisational diversity into account, such as different types of higher education institutions or degree programmes. For a more comprehensive understanding of student diversity, the present study includes individual, social and organisational factors. To gain insights into their role for the transition to higher education, we examine how the different factors affect the students’ perception of the formal and informal requirements of the first year as more or less difficult to cope with. As the perceived requirements result from both the characteristics of the students and the institutional context, they allow to investigate transition at the interface of the micro and the meso level of higher education. Latent profile analyses revealed that there are no profiles with complex patterns of perception of the first-year requirements, but the identified groups rather differ in the overall level of perceived challenges. Moreover, SEM indicates that the differences in the perception largely depend on the individual factors self-efficacy and volition.

scholarly journals Digital technologies in the context of university transition and disability: Theoretical and empirical advances

2021 ◽  
Author(s):  
Edgar Pacheco
Keyword(s):  
Higher Education ◽  
Digital Technologies ◽  
First Year ◽  
Theoretical Understanding ◽  
First Year Students ◽  
Transition To Higher Education ◽  
University Experiences ◽  
Transition Issues ◽  
The University ◽  
Scholarly Inquiry

Since transition to higher education emerged as a research topic in the early 1970s, scholarly inquiry has focused on students without impairments and, what is more, little attention has been paid to the role of digital technologies. This article seeks to address this knowledge gap by looking at the university experiences of a group of first-year students with vision impairments from New Zealand, and the way they use digital tools, such as social media and mobile devices, to manage their transition-related challenges. The article summarises the findings from a longitudinal qualitative project which was methodologically informed by action research (AR). The article explores and discusses scholarly inquiry of transition to university and introduces a conceptual framework which includes five overlapping stages, the transition issues faced by the students and the roles played by digital technologies. The article updates and expands the theoretical understanding of transition to higher education and provides empirical evidence for practitioners to support the needs, inclusion, and participation of young people with disabilities in the tertiary setting.

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