scholarly journals The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students [El papel de las fortalezas psicológicas, las estrategias de Afrontamiento y el bienestar en la predicción del engagement y del burnout académico, en estudiantes universitarios de primer curso]

2018 ◽  
Vol 15 (2) ◽  
pp. 51 ◽  
Author(s):  
Richard Merhi ◽  
Ángeles Sánchez-Elvira Paniagua ◽  
Francisco José Palací Descals
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Learning Strategies ◽  
Academic Engagement ◽  
Academic Motivation ◽  
Well Being ◽  
First Year ◽  
Personal Strengths ◽  
First Year University ◽  
Psychological Strengths

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

scholarly journals Evaluation of First-Year University Students’ Engagement to enhance Student Development

2021 ◽  
Vol 17 (2) ◽  
pp. 113
Author(s):  
Hooi Sin Soo ◽  
Yenwan Chong
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Student Development ◽  
Academic Engagement ◽  
University Education ◽  
First Year ◽  
Development Programs ◽  
Online Engagement ◽  
New Students ◽  
First Year University

Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

Creating College Advising Connections: Comparing Motivational Beliefs of Early College High School Students to Traditional First-Year University Students

2010 ◽  
Vol 30 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Marvarene Oliver ◽  
Richard J. Ricard ◽  
Karl J. Witt ◽  
Melissa Alvarado ◽  
Patricia Hill
Keyword(s):  
High School Students ◽  
High Schools ◽  
University Students ◽  
Support Services ◽  
Academic Motivation ◽  
Early College ◽  
First Year ◽  
School Students ◽  
College Advising ◽  
First Year University

Early college high schools (ECHSs) are partnerships between high schools and colleges or universities designed to enhance college readiness and completion, particularly among students traditionally underrepresented in higher education. We compared the self-reported motivational profiles of ECHS students to traditional first-year university students to explore the different college advising and support services each group may require. We found differences between the two groups in academic motivation, coping skills, and receptivity to support services. ECHS students also reported significantly higher levels of educational stress. Findings are of particular importance to advisors and support personnel who plan and program appropriate support services for incoming students. Implications of these findings are discussed.

Measuring, monitoring and managing the psychological well-being of first year university students

2006 ◽  
Vol 34 (4) ◽  
pp. 505-517 ◽  
Author(s):  
Richard Cooke ◽  
Bridgette M. Bewick ◽  
Michael Barkham ◽  
Margaret Bradley ◽  
Kerry Audin
Keyword(s):  
University Students ◽  
Well Being ◽  
First Year ◽  
Psychological Well Being ◽  
First Year University

scholarly journals Effect of Academic Background on Social Competence and its Relationship with Academic Motivation and Academic Performance of First Year University Students

2021 ◽  
Vol 1 (1) ◽  
pp. 16-28
Author(s):  
Ghania Yamin ◽  
Huma Khalid ◽  
Fizza Tahir ◽  
Erum Khatri ◽  
Sidra Shoaib
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
University Students ◽  
Significant Relationship ◽  
Academic Motivation ◽  
First Year ◽  
Academic Background ◽  
Weak Relationship ◽  
Significant Difference ◽  
First Year University

Certain differences have been observed in the students belonging to different academic backgrounds hence the purpose of the current research was to explore the effect of academic background (i.e., Cambridge & HSSC) on Social Competence and to see its relationship with Academic motivation and Academic performance among first year university students. The hypothesis states that there is a significant difference between Social Competence and Academic Motivation of Cambridge and Higher Secondary School Certificate (HSSC) students. There also exists a significant relationship between Social competence, Academic motivation and Academic performance of first year university students. Research design of the study was comparative co-relational survey design. Whereas sampling technique used was purposive convenient sampling. There were N=166 participants (Males n=53 & Females n=113; Cambridge n=90 & HSSC n=76) with the age range of 18-23 years (M=2.76, SD=1.28) from different private and government universities of Karachi. Academic Motivation Scale (Vallerrand, et al., 1992) and Social Competence Scale (Shujja, Malik, & Khan, 2015) for Adolescence were used for measuring academic motivation and social competence whereas for academic performance previous grades in last given exams were demanded. Statistical analysis including T-test was used for measuring relationship variables of Academic Motivation, Social Competence and Academic Performance among first year university students show no significant relationship. a positive but weak relationship was discovered between social competence and intrinsic motivation. Furthermore, a weak relationship was identified between social competence and gender. This study will help increase insight and improvise the education system and teaching methodologies of both educational systems. Implications for teachers to use innovative methodologies and strategies while teaching to enhance students’ social and academic skills to positively influence their performance.

Coping with transition: a case for providing resources to first year university students

2000 ◽  
Vol 10 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Barbara Jones ◽  
Erica Frydenberg
Keyword(s):  
Secondary School ◽  
University Students ◽  
Coping Strategies ◽  
Positive Relationship ◽  
Transition Period ◽  
Academic Stress ◽  
First Year ◽  
Positive Experience ◽  
First Semester ◽  
First Year University

During the transition from secondary school to university many students experience stress associated with academic concerns and difficulties in coping with new academic and social demands. The present study investigated first year university students' level of academic stress across first semester and evaluated the coping strategies employed by students to deal with academic concerns. Students' level of academic stress was greater at the beginning of semester, during the transition period than at the end of semester, prior to the examination period. A positive relationship between academic stress and non-productive coping was also revealed. It was concluded that effective and timely assistance needs to be provided to students prior to, or during the transition period to make the commencement of university a positive experience.

scholarly journals THE PSYCHOLOGICAL FEATURES OF ADAPTATION IN FIRST-YEAR UNIVERSITY STUDENTS

2020 ◽  
Vol 13 (1) ◽  
pp. 44-53
Author(s):  
Aleksandr Viktorovich Antonovskii ◽  
Elena Vladimirovna Balakshina ◽  
Svetlana Igorevna Filippchenkova
Keyword(s):  
University Students ◽  
Social Relations ◽  
Emotional Experience ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
First Year Students ◽  
University Environment ◽  
First Year University ◽  
Psychological Features

Background. The article deals with the psychological features of adaptation in first-year university students. The main criteria indicating successful or failed adaptation are highlighted. The study was based on the concept describing human adaptation to changing environmental conditions as a dynamic process, as well as on psychological approaches that reveal the specific aspects of adaptation within the system of complex social relations of a new type. Aim. The article aims to study the features of adaptation in first-year university students through psychodiagnostics for the possibility of compensating negative trends in adaptation to new living conditions. Material and methods. The specificity of the response to educational conditions and students’ adaptation was determined by means of psychodiagnostics of subjective well-being, communicative tolerance, motivation for studying at University, moral normativity of behavior and neuropsychic stability. The sample consisted of students of technical and humanitarian specialties (n =284) aged from 17 to 21 years. Results. A number of important regularities have been established, the main of which are high communicative tolerance, orientation to compliance with the rules, intermediate type of motivation for studying, as well as differences in the severity of the studied characteristics in students, males and females. Conclusion. Adaptation to the components of university environment by first-year students is possible with the activation of all adaptation mechanisms. The nature of adaptation can be assessed through observation of students’ behavior in the team, as well as through the diagnosis of emotional experience, nervous tension, subjective well-being and communicative characteristics, which creates the basis for psychological and pedagogical support of young professionals.

scholarly journals How Communication with Parents Affects the Psychological Well-Being of Traditional First-Year University Students

2020 ◽  
Vol 7 ◽  
Author(s):  
Jena Thormodson ◽  
Hannah Torkelson ◽  
Benjamin Diers
Keyword(s):  
University Students ◽  
Parental Support ◽  
Private University ◽  
Well Being ◽  
First Year ◽  
Parental Communication ◽  
Psychological Well Being ◽  
First Year Students ◽  
First Year University ◽  
First Time

Traditional first-year university students are experiencing one of life’s greatest transitions. For many students, they are learning how to live independently for the first time, navigate relationships and support, and deal with new experiences that happen in college. Since traditional first-year students are not considered developmentally as adults, this study sought to determine how parental communication can influence how students feel during this time of transition of both college and emerging adulthood. More specifically we measured how the frequency of communication and type of parental support can affect the student’s psychological well-being. A survey was used to gather this data from students at a private university in the Midwest. We concluded that the frequency of communication and parental support does affect certain areas of a first-year university student’s psychological well-being.

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