College Adjustment Experiences of First-Year Students: Disengaged Athletes, Nonathletes, and Current Varsity Athletes

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
John R. Lubker ◽  
Edward F Etzel
Keyword(s):  
High School ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Athletic Identity ◽  
Total Sample ◽  
First Year ◽  
First Year Students ◽  
Freshman Year ◽  
First Year College ◽  
Varsity Athletes

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one’s felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = 133), high school senior nonathletes (n = 106), and current first-year college varsity athletes (n = 78). Significant differences were observed between groups in reported level of athletic identity where disengaged high senior athletes had significantly different scores than both college athletes and high school nonathletes. This finding may warrant an investigation on how we conceptualize the terms “athlete” and “nonathlete.” The investigation into college adjustment patterns found that first-year females reported higher academic adjustment to college than males in the total sample. Specifically in the DA athlete group, significant differences in college adjustment for both gender and level of athletic identity were found. For this group, significant differences in college adjustment were found related to the nature of disengagement and perceived level of social support. Potential applications of these findings for college personnel and future directions related to research are explored.

Emotional Detachment Moderates Associations Between Students’ Perceptions of Parental Support and First-Year College Adjustment: Generational Status Differences

2020 ◽  
pp. 152102512096003
Author(s):  
Grace Y. Lee ◽  
Anne C. Fletcher
Keyword(s):  
Social Support ◽  
Social Adjustment ◽  
Parental Support ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Generational Status ◽  
First Year ◽  
First Year College ◽  
Emotional Detachment ◽  
Institutional Attachment

First-year college students ( N = 384) self-reported parental support, emotional detachment from parents, and college adjustment. Higher levels of parental social support were associated with greater academic adjustment, social adjustment, and institutional attachment. Higher levels of emotional detachment were associated with greater institutional attachment. Emotional detachment moderated the association between parental support and college adjustment, with the nature of moderation differing by generational status. For first-generation students, higher levels of parental social support were associated with greater levels of academic adjustment when students were less detached from parents, but lower levels of academic adjustment when students were more detached from parents.

scholarly journals GAMBARAN COLLEGE ADJUSTMENT MAHASISWA BARU DI MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
Shinta Vionita ◽  
Rahmah Hastuti
Keyword(s):  
College Students ◽  
Social Adjustment ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Emotional Adjustment ◽  
Goal Commitment ◽  
First Year ◽  
First Year College ◽  
First Year College Students ◽  
Institutional Attachment

College adjustment comes from adjustment, which means the adjustment of students to the environment in college.  The way students adjust during the first year of college is a prediction of significant life events later in their college career. In college adjustments, there are four dimensions, including academic adjustment, social adjustment, personal emotional adjustment, and goal commitment institutional attachment. This study aims to find an overview of first year college students during the Covid-19 pandemic. This study had 345 freshman college students as participants ranging in age from 18 to 25 who were studying at universities in Jakarta. The measuring instrument used was the Student Adaptation to College Questionnaire (SACQ). Based on the results of data processing carried out to describe college adjustment of first year college students during the Covid-19 pandemic using descriptive methods and different demographic data tests, it was found that college adjustments had differences in the gender of men and women, and had no differences in the type of college, age, faculty, and current residence. The results of this study can also be concluded that the dimension of goal commitment to institutional attachment has the highest mean value, followed by social adjustment, academic adjustment, and the lowest is personal emotional adjustment. This study also describes the high level of college adjustment based on its dimensions. College adjustment berasal dari adjustment yang artinya penyesuaian mahasiswa dengan lingkungan perguruan tinggi. Cara mahasiswa menyesuaikan selama tahun pertama kuliah merupakan prediksi peristiwa kehidupan yang signifikan di kemudian hari dalam karir perguruan tinggi. Dalam college adjustment, terdapat empat dimensi, antara lain academic adjustment, social adjustment, personal emotional adjustment, dan goal commitment institutional attachment. Penelitian ini bertujuan untuk mengetahui gambaran umum college adjustment mahasiswa baru di masa pandemi Covid-19. Penelitian ini memiliki 345 partisipan mahasiswa baru dengan rentang usia antara 18 hingga 25 tahun yang berkuliah di perguruan tinggi di daerah Jakarta. Alat ukur yang digunakan adalah Student Adaptation to College Questionnaire (SACQ). Berdasarkan hasil olah data yang dilakukan untuk menggambarkan college adjustment mahasiswa baru di masa pandemi Covid-19 dengan menggunakan metode deskriptif dan uji beda data demografi, didapatkan hasil bahwa college adjustment memiliki perbedaan pada jenis kelamin laki-laki maupun perempuan, serta tidak memiliki perbedaan pada jenis perguruan tinggi yang dipilih, usia, fakultas, dan tempat tinggal saat ini. Hasil penelitian ini juga dapat disimpulkan bahwa dimensi goal commitment institutional attachment memiliki nilai mean yang paling tinggi, disusul dengan social adjustment, academic adjustment, dan yang paling rendah adalah personal emotional adjustment. Penelitian ini juga menggambarkan tingkat tinggi rendahnya college adjustment berdasarkan dimensinya.

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

scholarly journals THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND READING COMPREHENSION OF THE FIRST YEAR STUDENTS OF SMPN 1 CISARUA BANDUNG BARAT

2020 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Pilli Parliyah ◽  
Tanty Khotimah
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Method ◽  
Reading Motivation ◽  
First Year ◽  
First Year Students ◽  
Comprehension Skill ◽  
Correlational Research ◽  
Academic Year

The objective of this study is to know the correlation between students’ motivation and their achievement in reading comprehension. The research used quantitative method and correlational research as design. The population of the study was the seventh grade students of Junior High School 1 cisarua, Kabupaten Bandung Barat in academic year 2017/2018 with total number 395 students and the sample in this study is 32 students. Instruments for data collection were the questionnaire to find out students’ motivation and the reading comprehension test. Pearson Product Moment was used to analyze the data and the hypothesis testing was computed by applying SPSS version 22. It was found that there is a significant correlation between students’ motivation and their achievement in reading because the correlation coefficient was 0.658. It was classified into high correlation . Thus, there is a significant correlation between reading motivation and reading motivation. The result can be interpreted that students’ motivation had strong effect to reading comprehension skill.  It is suggested the English teachers have to create teaching strategies that will motivate the students to read in class.Keywords: Correlation, students’ motivation, reading, achievement. 

scholarly journals The problems of junior high school students

2019 ◽  
Vol 4 (3) ◽  
pp. 129
Author(s):  
Nurhasanah Nurhasanah ◽  
Muh Farozin
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Survey Methods ◽  
Junior High School Students ◽  
First Year ◽  
Guidance And Counseling ◽  
School Students ◽  
First Year Students

Problem is a state that is not in line with expectations and must be solved immediately. The junior high school student is in the early adolescent phase, which finds many major changes in him that can cause problems. Guidance and conseling services should be provided in accordance with the problems experienced by students and their needs. However, guidance and conseling teachers have difficulty identifying the problems that affect the giving of guidance and counseling services. This study observes the problems experienced by students in junior high school with the number of respondents as many as 193 students. They are first year students of junior high school in Yogyakarta. We analyzed student problems using survey methods with problem-based guidance and counseling instrument, namely Alat Ungkap Masalah (AUM) Umum. The results showed that the 3 highest problem experienced by junior high school students in Yogyakarta covered 45% of he Social Relationship, 44% Personality, and Physical Health got 40%.

From Literati to Digirati: The Experiences of College Freshmen

2021 ◽  
Vol 3 (8) ◽  
pp. 22-28
Author(s):  
Jennifer C. Lajera ◽  
Rex Argate ◽  
Delfin T. Cabañero ◽  
Rosella A. Villahermosa
Keyword(s):  
High School ◽  
Computer Literacy ◽  
Senior High School ◽  
First Year ◽  
First Year College ◽  
Job Opportunities ◽  
Interview Guide ◽  
First Year College Students ◽  
Microsoft Office ◽  
Enhanced Learning

The main intent of the study was to explore the experiences of first-year college students in their computer literacy subjects in their senior high school. Specifically, this study answered the following subproblems: the positive experiences of the informants in enhancing their academic performance through computers and the constraints they experienced in the implementation of the ICT curriculum during their senior high school.  This study employed a qualitative method of research with the aid of an interview guide to inquire about the students’ experiences in computers during their senior high school. Twenty informants were interviewed individually. The researcher utilized an interview guide and audiotaped with the informants' consent. Thematic analysis was utilized to interpret data and identify meaningful information and organize it into themes. Based on the findings, six themes emerged: Enhanced Learning in Microsoft Office Tools, Practical Application of Knowledge, Better Job Opportunities, Inadequate Number of Computers and Slow Internet Connectivity, Ineffective Teaching Strategies, and Unqualified Teachers.

scholarly journals Getting back on track at Twilight

2018 ◽  
Vol 100 (1) ◽  
pp. 29-32
Author(s):  
Elise M. Tobin ◽  
Sean Colley
Keyword(s):  
High School ◽  
Blended Learning ◽  
After School ◽  
First Year ◽  
Instructional Techniques ◽  
Freshman Year ◽  
First Semester

The Twilight School at Danbury High School in Connecticut helps students who are in danger of failing their freshman year to get back on track. In its first year, the program offered special credit-bearing after-school courses in biology and English to students who failed those classes in their first semester. The smaller class sizes and informal atmosphere engaged the students and enabled the DHS educators who taught these courses to experiment with new-to-them instructional techniques, such as blended learning, some of which were later rolled out schoolwide. Of the 75 students who completed the course, 64 earned credits that helped them advance to their sophomore year.

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