First-Year College Student Life Experiences during COVID-19 in South Korea

The purpose of this study is to examine the first-year students’ experience in college during the COVID-19 pandemic to provide a better understanding of their daily life. Using inductive content analysis, this study examined the characteristics and experiences of students who started college during the COVID-19 period in South Korea. We analyzed 623 pieces of content, using data presented by a total of 81 study subjects. From this analysis, we derived 22 primary keywords, which we divided into eight categories, and then reclassified into three general topics: self-awareness (i.e., self-reflection), activities (i.e., engagement in activities), and resources (i.e., creating relationships or producing results). The results showed that, although first-year college students experienced difficulties in adapting to the COVID-19 situation, they tried to cope with them. Our findings shed light on the experiences of college students who experienced psychological problems during the COVID-19 pandemic and overcame related challenges.

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Students with Autism Spectrum Disorders and Their First-Year College Experiences

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182211822 ◽

2021 ◽

Vol 18 (22) ◽

pp. 11822

Author(s):

Stefania D. Petcu ◽

Dalun Zhang ◽

Yi-Fan Li

Keyword(s):

College Students ◽

Autism Spectrum Disorders ◽

Autism Spectrum ◽

First Year ◽

First Year Students ◽

First Year College ◽

Students With Autism ◽

Spectrum Disorders ◽

First Year College Students ◽

Using Data

Using data from the 2019 CIRP Freshman Survey and the Your First College Year (YFCY) from the Higher Education Research Institute at UCLA, this study explores the differences between the characteristics and behaviors of the first-year students with autism spectrum disorders (17) and those of students with learning disabilities (102). The findings indicate that the characteristics of these two groups of first-year college students were similar except for gender, ethnicity, first college generation, and parents’ income. Compared with first-year college students with LD, students with ASD were less likely to engage in risk-taking behaviors, use health services and the writing center.

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

NASPA Journal ◽

10.2202/0027-6014.1470 ◽

2005 ◽

Vol 42 (2) ◽

Cited By ~ 22

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.

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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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176074 ◽

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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Female First-Year Students Preceptions of Orientation Programs

Journal of College Orientation, Transition, and Retention ◽

10.24926/jcotr.v8i1.2516 ◽

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.

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Exploring First-Year College Students’ Cultural Competence

Journal of Transformative Education ◽

10.1177/1541344616686552 ◽

2017 ◽

Vol 15 (3) ◽

pp. 241-263 ◽

Cited By ~ 1

Author(s):

D. Scott Tharp

Keyword(s):

College Students ◽

Cultural Competence ◽

Transformational Learning ◽

Lesson Plan ◽

First Year ◽

First Year Students ◽

First Year College ◽

Core Concepts ◽

Diverse World ◽

First Year College Students

The development of college students’ cultural competence is important in an increasingly diverse world. This exploratory, qualitative, action research study examined how 158 first-year students understood and applied core concepts after participating in a standardized diversity and social justice lesson plan designed using transformative education principles. Three student affairs staff conducted content analysis on credit-bearing reflection papers submitted after participation in the lesson plan. Data were manually coded and collectively analyzed revealing themes regarding students’ abilities to accurately discuss multiple core concepts, demonstrate internalized responsibility, and indicate self-growth, all of which were related to students’ conceptual understanding and intrapersonal application of concepts. Implications are discussed for designing curricular and cocurricular diversity initiatives that utilize a multiplicity of concepts and social identities, promote intrapersonal development, and explore systems of privilege and oppression as part of the transformational learning process.

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Getting a “quick fix”: First-year college students’ use of Wikipedia

First Monday ◽

10.5210/fm.v20i10.5401 ◽

2015 ◽

Cited By ~ 2

Author(s):

John C. Garrison

Keyword(s):

College Students ◽

Liberal Arts ◽

College Faculty ◽

First Year ◽

First Year Students ◽

First Semester ◽

First Year College ◽

Balanced Approach ◽

Liberal Arts Students ◽

First Year College Students

College students use Wikipedia frequently, despite educators’ highly divided opinions about it, and so it is important to understand how and why they are using it. This study followed a first-year class of undergraduate, liberal arts students over the course of their first semester to see how they used, were influenced about, and rated Wikipedia. Data was collected via two surveys of the first-year class, as well as focus groups and a survey of college faculty. This study found that first-year students are uncertain about the variety of ways to use information sources like Wikipedia, and that a direct and balanced approach to this area from instructors may lead to better outcomes than strict prohibition or silence.

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