Do First-Year College Students' Expectations Align with their First-Year Experiences?

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Joshua S. Smith ◽  
Ellen C Wertlieb
Keyword(s):  
College Students ◽  
Transition To College ◽  
First Year ◽  
Academic Expectations ◽  
Social Expectations ◽  
First Year Students ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
First Year Experiences

First-year college students’ expectations about "what college is like" do not always align with their actual experiences. This study examined 31 first-year students’ social and academic expectations and compared those expectations with students' experiences at the middle and end of their first year of college. Paired t tests revealed that students' academic and social expectations did not align with their first-year experiences. Academic and social expectations/experiences were not statistically significant predictors of first-year academic achievement. However, students with unrealistic high social or academic expectations had lower first-year grade point averages (GPAs) than students with average or below-average expectations. Recommendations for increasing high school and college collaboration to assist students with the transition to college are included.

scholarly journals Female First-Year Students Preceptions of Orientation Programs

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Beverly G. Dyer ◽  
Daniel P. Nadler ◽  
Michael T. Miller
Keyword(s):  
College Students ◽  
Transition To College ◽  
Female College Students ◽  
First Year ◽  
Orientation Programs ◽  
First Year Students ◽  
First Year College ◽  
Cas Standards ◽  
First Year College Students

Female college students experience unique dimensions to their transition to college. Traditional orientation programming has begun to address the needs of female students, but these efforts have typically not provided the holistic attention deserving of this population. The current report was a case study of 605 female first-year college students, their perceptions of an orientation program based on the CAS Standards, and the differences between Multi-Ethnic and Caucasian females.

scholarly journals Gender differences in first-year college students’ academic expectations

2016 ◽  
Vol 43 (4) ◽  
pp. 689-701 ◽  
Author(s):  
António M. Diniz ◽  
Sonia Alfonso ◽  
Alexandra M. Araújo ◽  
Manuel Deaño ◽  
Alexandra R. Costa ◽  
...  
Keyword(s):  
College Students ◽  
Gender Differences ◽  
First Year ◽  
Academic Expectations ◽  
First Year College ◽  
First Year College Students

Getting College Students Back on Track

2016 ◽  
Vol 20 (3) ◽  
pp. 350-368
Author(s):  
Corinne M. Kodama ◽  
Cheon-Woo Han ◽  
Tom Moss ◽  
Brittany Myers ◽  
Susan P. Farruggia
Keyword(s):  
College Students ◽  
Academic Preparation ◽  
First Year ◽  
College Graduation ◽  
Program Participation ◽  
Summer Bridge ◽  
Grade Point ◽  
College Life ◽  
First Year College ◽  
First Year College Students

The present study examines the outcomes of a 5-week summer bridge writing program at a Midwestern, urban, public university designed to provide remedial instruction for incoming first-year college students, approximately 500 students annually for 7 years. Regression results showed that program participation was a positive, significant predictor on the outcomes of 6- and 4-year graduation, first-year earned credits, and first-year college grade point average, even after controlling for demographic and academic preparation variables. The combination of academic preparation and an introduction to the college experience helped to prepare students for college success. This institutionally funded program shows promise in addressing the remediation needs of students and preparing them for success in credit-bearing courses as well as college life in general, getting them on track for timely college graduation.

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 Exploring the Predictive Value of the ACT Among First-Year College Students on Academic Probation

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tabitha Young Gast ◽  
Isaac Burt
Keyword(s):  
College Students ◽  
Academic Probation ◽  
First Year ◽  
Regression To The Mean ◽  
Act Scores ◽  
Student Body ◽  
Academic Improvement ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students

This study explored the relationship between ACT scores and academic achievement among first-year college students on academic probation (n = 192) at a large southern university. Results suggest participants’ ACT scores did not correlate with second semester grade point averages (GPA). When GPAs were compared with ACT scores of the larger student body admitted during the same academic year, results indicated students on academic probation averaged significantly lower. However, comparisons with national averages suggest participants’ ACT scores demonstrated a regression to the mean. The implications this study has for retention, academic improvement, and academic counseling in higher education are discussed.

scholarly journals Causes and Effects of Absenteeism among First Year College Students of the Mindanao State University – Sulu

2021 ◽  
Vol 4 (2) ◽  
pp. 345-352
Author(s):  
Adamel K. Lukman
Keyword(s):  
College Students ◽  
Mean Value ◽  
Individual Student ◽  
First Year ◽  
Low Grade ◽  
State University ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
The University

One of the major barriers to learning faced by the students and teachers in schools today is lack of consistent attendance. Poor student attendance has a far-reaching effect on the individual student especially on their academic performance in the school. This problem is caused by this major perennial problem—absenteeism. Absenteeism is a chronic absence in nature. It is habitual failure to attend school. When students regularly miss out classes consistently would entail disadvantages academically. However, the main purpose of this study was to identify the causes and effects of absenteeism among first year college students of the Mindanao State University-Sulu, as well as to determine and figure out possible remedies to address this problem. In analyzing and computing the data, the researcher used SPSS version 21.0, and utilized checklist questionnaire and an open-ended questionnaire, respondents were consisted of 100 first year college students and 9 faculty members the researcher was able to find out the leading cause of absenteeism among the first year college students of MSU-Sulu and that is ‘school is far from home’ with (3.06) mean value . While low grade point average (GPA) with mean value (3.78)  was the leading effect of absenteeism followed by poor critical thinking skills, other effects of absenteeism were, poor classroom performance, low examination results, poor oral recitation, poor creative skills, poor communication skills, lack of self-confidence, low comprehension and high risk of dropouts. The researcher was able to figure out remedies that can be applied to address the problem on absenteeism. The remedies include (a) there must be a student dormitory inside the campus to house the students since majority of the students enrolled in the university  are from distant island municipalities (b) conduct orientation to students and parents prior to the opening of regular classes (c) the university must have a strict policy dealing with students’ absenteeism (d) teacher or instructor should conduct regular assessment in the form of quiz at the end of the session (e) motivate and encourage the students to give more attention and emphasize the importance of education in their future (f) classroom atmosphere should be conducive to learning.

scholarly journals Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students

2017 ◽  
Vol 78 (1) ◽  
Author(s):  
Krista M. Soria ◽  
Jan Fransen ◽  
Shane Nackerud
Keyword(s):  
College Students ◽  
Academic Outcomes ◽  
Academic Engagement ◽  
Academic Skills ◽  
First Year ◽  
Grade Point ◽  
Reference Services ◽  
First Year College ◽  
Academic Benefits ◽  
First Year College Students

The purpose of this paper was to investigate whether there are relationships between first-year college students’ use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students’ use of books (collection loans, e-books, and interlibrary loans) and web-based services (database, journal, and library website logins) had the most positive and significant relationships with academic outcomes. Students’ use of reference services was positively associated with their academic engagement and academic skills, while enrollment in library courses was positively associated with grade point averages.

scholarly journals Three-Wave Longitudinal Survey on the Relationship between Neuroticism and Depressive Symptoms of First-Year College Students: Addictive Use of Social Media as a Moderated Mediator

2020 ◽  
Vol 17 (17) ◽  
pp. 6074
Author(s):  
Weiqi Mu ◽  
Dongyun Zhu ◽  
Yanhong Wang ◽  
Fugui Li ◽  
Liyuan Ye ◽  
...  
Keyword(s):  
College Students ◽  
Social Media ◽  
Depressive Symptoms ◽  
First Year ◽  
Psychological Resilience ◽  
First Year Students ◽  
First Year College ◽  
First Year College Students ◽  
Use Of Social Media ◽  
The Relationship

First-year college students’ adaptation problems and related mental health have attracted researchers’ attention. The current research focuses on the depressive symptoms of first-year college students and aims to explore the relationship between the neuroticism trait and depressive symptoms, the mediating effect of addictive use of social media, and the moderating effect of psychological resilience. Three-wave longitudinal data from 1128 first-year students at a university in Fujian Province, China, were collected within three months of their enrollment. PROCESS macro for SPSS with bootstrapping was used to test the model. Results showed that the prevalence of moderate to severe severity of depressive symptoms in first-year students was 10.28% (T1) and 11.17% (T3). Addictive use of social media (T2) plays a moderated mediator role in the relationship between neuroticism (T1) and depressive symptoms (T3) of first-year students. Specifically, a low neuroticism individual does not necessarily have a less addictive use of social media. Psychological resilience (T1) moderated the above mediation. Implications for research and practice are discussed.

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