Tracing "Friendsickness" During the First Year of College Through Journal Writing: A Qualitative Study

NASPA Journal ◽  
2004 ◽  
Vol 41 (3) ◽  
Author(s):  
Jennifer L. Crissman Ishler
Keyword(s):  
College Students ◽  
Qualitative Study ◽  
Journal Writing ◽  
First Year ◽  
First Semester ◽  
First Year Of College ◽  
New Students ◽  
First Year Seminars ◽  
College Friendships ◽  
Journal Entries

The purpose of this qualitative study was to consider “friendsickness” as experienced by 96 entering college students. As defined here, friendsickness is a challenge new students experience when they leave their established network of friends and begin college. Journal entries written by new students in first-year seminars were examined and analyzed using a phenomenological framework. Results showed that many first-semester students enrolled in firstyear seminars delayed making new friends at college, whereas second semester students in first-year seminars embraced their new college friendships. The second finding was that journal writing appeared to help students explore and understand their issue of friendsickness.

scholarly journals Building a Community of Learners In and Outside the Classroom

2018 ◽  
Vol 8 (2) ◽  
pp. 1256-1263
Author(s):  
Erin Knoche Laverick
Keyword(s):  
College Students ◽  
International Students ◽  
Learning Communities ◽  
Support Systems ◽  
First Year ◽  
Community Of Learners ◽  
Campus Life ◽  
First Semester ◽  
Common Support ◽  
First Year Seminars

Learning Communities (LCs) and First-Year Seminars (FYS) are common support systems for college students. This article explores the use of such systems with undergraduate international students in their first semester of study as a means to help them better acclimate to campus life and rigorous classroom expectations.

First-Year College Students’ Time Use

2016 ◽  
Vol 28 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Jordan Thibodeaux ◽  
Aaron Deutsch ◽  
Anastasia Kitsantas ◽  
Adam Winsler
Keyword(s):  
College Students ◽  
Time Use ◽  
Self Regulation ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
First Year College ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
First Year College Students

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students’ ( N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings showed that students planned and spent less time on academics than socializing and work obligations in their first semester. Students generally planned to spend more time on academics in the second semester. Academic time use (planned and actual academic hours) related to higher self-regulated learning and target GPA in the first and second semester. Students who were farther away from their first-semester target lowered their second-semester target GPA instead of planning more time in academics. Students exceeding their target first-semester GPA planned to socialize more in the second semester. Orientation and transition programs that assist students may need to revisit time management and planning midway through the year to address potentially inadequate self-regulated learning in the first year of college.

scholarly journals Use and users of the Minrva mobile app

2017 ◽  
Vol 45 (3) ◽  
pp. 472-484 ◽  
Author(s):  
Jim Hahn
Keyword(s):  
Interface Design ◽  
Application Programming Interface ◽  
Mobile App ◽  
First Year Experience ◽  
First Year ◽  
Content Type ◽  
First Semester ◽  
Support Tools ◽  
New Students ◽  
Application Programming

Purpose The purpose of this paper is to investigate new undergraduate student library engagement in the Minrva mobile app during the months of May 2015 through December 2015. Design/methodology/approach This research investigated what parts of a mobile app new students were using in their first semester after downloading the app. The quantitative study used application programming interface log analysis to better understand what parts of the app new students use in the mobile app. Findings By undertaking this study, the author has a better understanding about what students are finding useful within the app and what tools are not being used by this cohort in their first semester. Originality/value The value of this research is in helping system designers and first-year experience planners know what mobile support tools students are finding useful in their first semester. Implication for mobile interface design based on module popularity are discussed.

scholarly journals The First Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First Year International College Students

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Katie Koo ◽  
Ian Baker ◽  
Jiyoon Yoon
Keyword(s):  
College Students ◽  
International Students ◽  
Acculturative Stress ◽  
Social Connectedness ◽  
English Proficiency ◽  
Economic Status ◽  
College Experiences ◽  
First Year ◽  
First Semester ◽  
International College

We analyzed 192 first year international college students in Mid-Atlantic region to examine change of international students’ acculturative stress, adjustment, and collegiate experiences during their first year in the U.S. higher education. We found that male students, students from low socio-economic status, and students majored in humanity showed higher rate of acculturative stress and lower rate of satisfaction with college experiences compared to their counterparts. International students reported decreased acculturative stress and homesick, and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress in the first week of the first year and satisfaction with college experience in the last week of the first year were on each other reciprocally over one year internal.

Adaptive Behavior of College Students With Autism

2021 ◽  
pp. 108835762110562
Author(s):  
Kathleen D. Viezel ◽  
Benjamin Freer ◽  
Chelsea D. Morgan
Keyword(s):  
College Students ◽  
Academic Success ◽  
Adaptive Behavior ◽  
Autism Spectrum ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
First Semester ◽  
College Ready ◽  
Living Skills

As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of those with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group ( N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those which included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports.

The Role of Mentoring in Promoting Civic Engagement

2017 ◽  
pp. 36-41
Keyword(s):  
College Students ◽  
Civic Engagement ◽  
First Year ◽  
Civic Action ◽  
First Year Of College ◽  
Civic Mindedness

This chapter examines the concerns and challenges that most college millennials face in today's technology-savvy society. Existing research indicates that college students are having interactions both inside and outside of their respective campus environs that are influencing their civic-mindedness and shaping their engagement in civic action. The role of faculty is to assist students' understanding and reflecting upon their civic engagement and how to document and share their contributions, plans and questions with others and themselves. Faculty instructors are transparent with their students around their own approaches and challenges in the area of civic engagement. As a result, students learn strategies and approaches that may be useful after they finish their first year of college and plan for continued engagement over their time in college and beyond.

The Impact of Clustering First Year Seminars with English Composition Courses on New Students' Retention Rates

2001 ◽  
Vol 3 (2) ◽  
pp. 137-152 ◽  
Author(s):  
Jennifer L. Crissman
Keyword(s):  
Retention Rates ◽  
English Composition ◽  
Future Research ◽  
First Year ◽  
Independent College ◽  
Composition Course ◽  
New Students ◽  
First Year Seminars ◽  
The Impact ◽  
First Year Seminar

Research has shown that two effective programs that positively impact upon new students' retention are first year seminars and clustering two or more academic courses together. This article discusses the results of one institution's approach to increasing student retention. The study analyzed the impact of clustering a first year seminar with an English composition course on new students' retention rates at a small, independent college in the northeast. The study, using multivariate regression models, showed no statistical difference in retention rates between students taking a clustered first year seminar and students taking a nonclustered first year seminar. This article discusses reasons that may account for the inconsistency with the literature, and closes with implications of the study and future research ideas.

Sign in / Sign up

Export Citation Format

Share Document