scholarly journals Students’ Views of the Promoters and Barriers to First Year College Persistence in Ireland: A Partnership Study

2021 ◽  
Vol 12 (1) ◽  
pp. 56-71
Author(s):  
Natasha Daniels ◽  
Pádraig MacNeela
Keyword(s):  
Student Persistence ◽  
Methodological Approach ◽  
Transition To College ◽  
Student Perspective ◽  
First Year ◽  
International Studies ◽  
First Year College ◽  
Student College ◽  
The Right ◽  
First Year Student

Navigating the transition to college and persisting is crucial to student college success. This research aims to explore the promoters and barriers to first year persistence, the student support needs in relation to these promoters and barriers, who students need the support from and when support is particularly needed. A participatory methodological approach was central to the study, carried out through a partnership with a cohort of 28 second year students to retrospectively explore the first-year college experience in Ireland. Participatory workshops conducted with the students identified persistence promoters, including being on the right course, gaining independence, academic supports, and connection to home. Barriers included being on the wrong course, anxiety, and lack of motivation to first year student persistence. These factors were further developed by the students to identify support solutions, personnel they need support from, and a three-pronged delivery solution, beginning in post-primary school through preparation for the transition to college. While confirming previous international studies, the research adds a novel understanding of the first-year student experience towards persistence and highlights the value and importance of giving students the space to share their original and detailed perspective of first year, as a student perspective supporting solutions for better higher educational outcomes.

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 Embracing me-time: Motivation for solitude during transition to college

2018 ◽  
Author(s):  
Thuy-vy Thi Nguyen ◽  
Kaitlyn M. Werner ◽  
Bart Soenens
Keyword(s):  
Autonomous Motivation ◽  
The United States ◽  
Transition To College ◽  
First Year ◽  
College Life ◽  
Time Points ◽  
First Year College ◽  
Social Belonging ◽  
First Year College Students

The present research examined the role of university students’ motivation for spending time alone in their adjustment to college life, as well as the parenting correlates of students’ healthy motivation for solitude. Two studies were conducted on first-year college students in the United States (n = 147) and Canada (n = 223). In Study 1, data was collected at three different time points, separated by two-week intervals. In Study 2, data was collected at two different time points, separated by a month. The results revealed that, for those who reported perceiving lower social belonging, approaching solitary time for autonomous reasons was linked to greater self-esteem (Study 1), and greater sense of relatedness to others and lower loneliness (Study 2). These findings suggest that endorsing a healthy motivation for solitude is not necessarily indicative of social ill-being. Additionally, students’ autonomous motivation for spending time alone was associated with having parents that are autonomy supportive and that promote a sense of independence.

scholarly journals Transition and Adjustment of First-Year Student College in Dormitory: A Literature Review

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Mukhroni . Mukhroni . ◽  
Keyword(s):  
Literature Review ◽  
First Year ◽  
First Year Students ◽  
Student College ◽  
First Year Student

The importance of transition and adjustment of students in the first year is interesting to study, and this paper examines the role of campus dormitories in assisting first year students in their transition and adjustment. There are several articles on reviews of transitions and adjustment of first-year students to be found. The purpose of this review is to find out the role of dormitories in the transition and adjustment period of first year students. Based on the results of a literature review, we found that campus dormitories can help students in transitioning and adjusting to their first year.

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 Social network factors in university student well-being and resilience during a large-scale stressor

2021 ◽  
Author(s):  
Andrea L Courtney ◽  
Dean Baltiansky ◽  
Wicia Fang ◽  
mahnaz roshanaei ◽  
Yunus Aybas ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Network ◽  
Social Life ◽  
Large Scale ◽  
Well Being ◽  
Transition To College ◽  
Social Connections ◽  
First Year ◽  
Community Factors ◽  
First Year College

The transition to college is a challenging time during which many students suffer declines in well-being. Social connections play a key role in supporting mental health, but only tell part of the story of social life on campus. For instance, the personalities of one’s friends and neighbors on campus contribute to a “social microclimate.” Here, we quantify the collective impact of individual, social network, and community factors in the well-being of a first-year college cohort during (i) their first academic term and (ii) a stressor (the COVID-19 pandemic). Students who maintained supportive connections and belonged to emotionally stable and tight-knit microclimates reported greater well-being in their first academic term, and less anxiety when exposed to stress during the COVID-19 pandemic, highlighting the importance of both personal relationships and community factors in supporting mental health.

scholarly journals Managing the Transition to College

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Vanessa K. Johnson ◽  
Susan E. Gans ◽  
Sandra Kerr ◽  
Kelly Deegan
Keyword(s):  
Family Environment ◽  
College Adjustment ◽  
Emotional Adjustment ◽  
Transition To College ◽  
First Year ◽  
Emotional Challenges ◽  
First Year College ◽  
First Year College Students ◽  
Family Based ◽  
The Relationship

In the present study we examine family based explanation for variability in adolescents' academic, social, and personal/emotional adjustment to college. Using a sample of 56 first-year college students, we test the hypothesis that adolescents' emotional coping strategies will moderate the relationship between ther pre-college family environment and their college adjustment assessed during both their first and second college semesters. Results support this hypothesis, indicating that by the end of their first college year, participants from cohesive families who are emotion managers report particularly strong adjustment to the academic and personal/emotional challenges of the transition to college.

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