Modeling metacognition and acknowledging emotions encourages help-seeking in first-year college students

This study investigates the psychological adjustment challenges faced by first-year students at a selected University in Namibia and their impact on first-year university students’ academic performance. The study aimed to understand first-year university students' psychological adjustment challenges, how those challenges affected their academic performances, and the strategies they employed to overcome them. It employed a mixed-methods approach following a convergent parallel design. Data were collected in two phases. Eighty students (80) were selected in this study. The first composed of 46 (57.5%) secondary phase, 23 (28.7%) upper primary phase, and 11 (13.8%) pre-lower primary phase students, and the second involved 10 (47.6%) secondary, 6 (28.5%) upper primary and 5 (23.8%) pre-lower primary phases. Quantitative and qualitative research techniques involved focus group discussions and an online questionnaire featuring closed and open-ended questions. The qualitative findings indicated that students experienced various psychological and academic challenges, including self-harming behaviours, feelings of depression, anxiety, and stress. The results reported poor concentration, difficulties participating in class discussions, frequent forgetfulness, noticing a decline in academic performance, lacking happiness when attending classes, missing classes, and experiencing memory loss. The thematic results suggested that there were significant influences between psychological adjustment and academic performance among first-year students. These findings implicated that the university management must restructure its operational systems to enhance stability, reliability, and effectiveness. Higher education institutions must be aware of psychological adjustment challenges, which require supporting student well-being, improving overall academic outcomes, and creating a more conducive learning environment.

The Impact of Campus Environments on Sense of Belonging for First-Generation College Students Samuel D. Museus (bio) and Ting-Han Chang (bio) First-generation students (FGS) face significant disparities in persistence and degree completion (Ishitani, 2016). One factor that increases the likelihood that students will persist to graduation is finding a sense of belonging in college (Gopalan & Brady, 2020). Unfortunately, evidence indicates that FGS face added barriers to finding a sense of belonging (Terenzini et al., 1996). More systematic empirical inquiries that shed light on the factors that influence sense of belonging among FGS are warranted. We responded to this call by addressing the following question: How do perceptions of campus environments shape sense of belonging among FGS in college? Existing scholarship suggests that campus environments have a noticeable impact on their sense of belonging (Museus, 2014). This research shows that students' sense of belonging is positively shaped by greater access to people with whom they share common backgrounds and experiences, learning that is relevant to their communities, service projects that allow them to give back to their communities, campus values grounded in collective orientations, and validation of their backgrounds and identities. While this scholarship is mostly focused on students in general or specific racial groups, studies that address the impact of these variables on sense of belonging among FGS are difficult to find. Most researchers studying FGS have examine how their individual characteristics, college preparation and access, and outcomes in higher education differ from their non-first-generation peers (Yee, 2016). Research on how campus environments shape experiences and outcomes of FGS is sparse. There is some evidence that individualistic campus orientations can cause barriers for FGS who are more likely to come from collectivist communities (Stephens, Fryberg, et al., 2012). This research also shows that learning opportunities relevant to the lives of FGS positively impact their development (Jehangir et al., 2012), and many of these students want college to prepare them to give back to their [End Page 367] communities (Stephens, Fryberg, et al., 2012). Empirical studies examining how these aspects of campus environments impact FGS sense of belonging specifically are virtually nonexistent. Anecdotal evidence suggests that the aforementioned environmental factors might be important predictors of sense of belonging among FGS. For example, FGS often share anecdotes about how their underrepresentation and absence of relevant learning opportunities on campus can lead to feelings of invalidation, isolation, and decreased sense of belonging (e.g., Mangan, 2015). Systematic empirical analyses of whether and how environmental factors influence sense of belonging among FGS are warranted. METHOD While first-generation status can be defined in multiple ways (Toutkoushian et al., 2018), we define it as those reporting that no parent attended college. This study was conducted with FGS at a moderately selective, large public research university in the Midwest. Data from the Beginning Postsecondary Students Survey (2012/2017) suggest that approximately 31% of first-time, full-time, first-year college students across the nation are FGS (data from https://nces.ed.gov/datalab). At public research universities in the Midwest, approximately 30% of first-time, full-time enrollees are FGS; however, these students are less represented (16% of undergraduates) at moderately or highly selective public research universities in the Midwest. At the time of this study, the participating campus enrolled about 43,700 undergraduates, approximately 11% of whom were FGS. To conduct this study, we administered a campus environments survey to all undergraduates in Spring 2017. A total of 1,049 self-identified FGS (about 22% of all enrolled FGS) completed the survey and were included in the final sample. The initial sample included more women (63%) than men (37%). White students were the largest racial group (41%), followed by Latinx (25%), Asian American (14%), Black (9%), multiracial (3%), and Native American and Pacific Islander (less than 1%) students. The sample included first-year (20%), sophomore (20%), junior (27%), and senior (33%) students. To correct for overrepresentation of women and Students of Color, we applied proportional weights based on gender and race to ensure that the representation of each gender and racial subgroup was represented in the sample at rates proportionate to their representation in the total FGS population. The survey...

BackgroundAddressing inequalities in mental healthcare utilisation among university students is important for socio-political transformation, particularly in countries with a history of educational exclusion.MethodsAs part of the WHO World Mental Health International College Student Initiative, we investigated inequalities in mental healthcare utilisation among first-year students at two historically “White” universities in South Africa. Data were collected via a web-based survey from first-year university students (n = 1402) to assess 12-month mental healthcare utilisation, common mental disorders, and suicidality. Multivariate logistic regression models were used to estimate associations between sociodemographic variables and mental healthcare utilisation, controlling for common mental disorders and suicidality.ResultsA total of 18.1% of students utilised mental healthcare in the past 12 months, with only 28.9% of students with mental disorders receiving treatment (ranging from 28.1% for ADHD to 64.3% for bipolar spectrum disorder). Of those receiving treatment, 52.0% used psychotropic medication, 47.3% received psychotherapy, and 5.4% consulted a traditional healer. Treatment rates for suicidal ideation, plan and attempt were 25.4%, 41.6% and 52.9%, respectively. In multivariate regression models that control for the main effects of mental health variables and all possible joint effects of sociodemographic variables, the likelihood of treatment was lower among males (aOR = 0.57) and Black students (aOR = 0.52). An interaction was observed between sexual orientation and first generation status; among second-generation students, the odds of treatment were higher for students reporting an atypical sexual orientation (aOR = 1.55), while among students with atypical sexual orientations, the likelihood of mental healthcare utilisation was lower for first-generation students (aOR = 0.29). Odds of treatment were significantly elevated among students with major depressive disorder (aOR = 1.88), generalised anxiety disorder (aOR = 2.34), bipolar spectrum disorder (aOR = 4.07), drug use disorder (aOR = 3.45), suicidal ideation (without plan or attempt) (aOR = 2.00), suicide plan (without attempt) (aOR = 3.64) and suicide attempt (aOR = 4.57). Likelihood of treatment increased with level of suicidality, but not number of mental disorders.ConclusionWe found very low mental healthcare treatment utilisation among first-year university students in South Africa, with enduring disparities among historically marginalised groups. Campus-based interventions are needed to promote mental healthcare utilisation by first-year students in South Africa, especially among male and Black students and first-generation students with atypical sexual orientations.

This study explores the impact of the COVID-19 pandemic on the perspectives and experiences of first-year college students in EFL learning. Employing a comprehensive research approach, the study utilizes three primary research tools: surveys, self-evaluations, and academic performance grades. The primary objectives are to understand the shifts in first-year college students’ levels of anxiety and confidence, attitudes, self-perceptions on Englis proficiency, and academic outcomes influenced by the pandemic and to contribute valuable insights to the field of EFL education after the pandemic era.Through a comparative analysis, the study contrasts the responses of 62 first-year college students in 2018, unaffected by the pandemic during their secondary education period, with those of 69 first-year college students in 2023 who experienced the disruptions caused by the pandemic. Contrary to initial assumptions of a negative shift post-COVID-19, the study reveals predominantly positive sentiments in 2023, marked by a significant increase in positivity toward English learning. However, a polarized distribution in self-evaluations emerges, reflecting a significant divergence in students' opinions regarding their English proficiency.The study further explores the academic performance of first-year college students, comparing those before and after the pandemic. An examination of their academic performance grades reveals that the number of first-year college students scoring 80 or higher did not significantly differ between the 2018 and 2023 classes. However, there appears to be a trend towards lower academic scores in 2023 compared to 2018. Concurrently, multiple factors may contribute, one being the observed increase in absenteeism among first-year college students of 2023. This suggests a lasting impact, influencing attendance scores, class attitudes and participation, assignment submissions, and even exam performance. The rise in lower academic scores in 2023, particularly those below 70 (D or below), highlights challenges faced by students in the post-COVID-19 era. This underscores the difficulties encountered by these students during the pandemic period. A clear contrast emerges between first-year college students in 2018 and 2023, as well as among 2023 first-year college students with well-adapted abilities and those facing difficulties.Recognizing and addressing these distinctions is imperative for educators and institutions to provide effective support, acknowledging and nurturing the strengths while aiding students who require additional assistance. This study may contribute to bridging the gap in understanding these differences and challenges among students after the pandemic.

The transition from high school to higher education presents numerous challenges for first-year university students. This abstract provides an overview of the challenges faced by these students as they navigate this significant life transition. First and foremost, academic demands pose a considerable challenge. First-year students encounter a shift in the level of difficulty and independence required in their studies. They must adapt to new teaching styles, larger class sizes, and more rigorous academic expectations. Additionally, the transition from a structured high school environment to the freedom of university can be overwhelming, requiring students to develop effective time management, study skills, and self-discipline. Social adjustment is another significant challenge. A university often brings together a diverse community of students from different backgrounds, which can lead to feelings of loneliness, homesickness, and difficulty in establishing new social networks. The need to form new friendships and find a sense of belonging can be particularly challenging for first-year students, who may also face the pressures of building a new support system and managing social expectations. Financial pressures also present a considerable hurdle. Many first-year students are faced with the burden of managing their finances independently for the first time, including budgeting for tuition fees, accommodation, textbooks, and other living expenses. The stress associated with financial responsibilities can impact students' overall well-being and academic performance. Furthermore, mental health and well-being are critical concerns. The transition to higher education can trigger or exacerbate mental health issues such as anxiety and depression. The pressure to succeed academically, coupled with the need to adjust to a new environment, can contribute to increased stress levels and feelings of inadequacy. Access to mental health resources and support services is crucial in assisting students through this challenging period. In conclusion, first- year university students face numerous challenges during their transition to higher education. Academic demands, social adjustment, financial pressures, and mental health concerns all play a significant role in shaping their experience. Recognizing and addressing these challenges through supportive programs, resources, and services can greatly facilitate the successful navigation of this critical life transition and promote the overall well-being of first-year university students.

This study This study explored environmental and emotional factors affecting first-year public university students. It also determined the strategies used by the university management to support these students when facing these factors. It adopted a qualitative approach through a single-case study design. Twenty-one first-year university students were selected from various academic programmes (Secondary Education, Upper Primary, Lower Primary) in the study. Two focus group discussions with first-year university students were used in this study. Thematic analysis was then employed to analyse the discussions. The results revealed that first-year university students are affected by stress and anxiety as emotional factors due to academic pressure, adjusting to a new environment, and social integration. These factors and feelings of homesickness and loneliness negatively influence their emotional well-being. Moreover, environmental factors could affect these students due to inadequate access to or understanding of critical university resources such as mental health counseling, academic tutoring services, and involvement opportunities in extracurricular activities. The study underscores the need for universities to implement comprehensive support systems that address both emotional and environmental challenges first-year university students face. These interventions may include counseling services, academic advising, social activities, and improvements to the campus environment. By prioritising the holistic development of first-year university students, universities can create a more supportive and conducive learning environment, ultimately enhancing student success and retention.

The aim of this study was to assess the relationship between the use of neuroenhancing substances, exam anxiety and academic performance among first-year Bosnian-Herzegovinian (BH) university students. In a cross-sectional study, an ad hoc questionnaire was delivered to a sample of BH first-year university students. The following data were collected: socio-demographic features, consumption of neuroenchancing substances, the Westside Test Anxiety Scale (WTAS) and academic performance. A total of 214 students were included. Consumption of lifestyle substances, coffee, energy drinks, nicotine, alcohol, and marijuana, for the purpose of neuroenhancement increased during the week before the exams. OTC cognitive enhancer use was reported by 31.0%, and of benzodiazepines by 1.5% of students. No psycostimulants were used. A high to extremely high exam WTAS score was reported in 38.3% students. The exam WTAS score was positively correlated with consumption of coffee (rho=0.31; P<0.001), energy drinks (rho=0.18; P=0.009), and nicotine (rho=0.22; P=0.001), and negatively correlated with last exam grade (rho=-0.33; P<0.001). The exam WTAS score was a significant independent predictor (OR=0.55; 95% CI 0.31 to 0.97, P=0.039) for self-assessed academic performance. Self-assessed academic performance was positively correlated with last exam grade (rho=0.15; P=0.043). Although first-year BH university students do not seem to use either prescription or illicit psycostimulants, the consumption of nicotine, alcohol, and marijuana is worrying. However, the consumption of these neuroenhancing substances seems not to be related to better self-assessed academic performance. Finally, exam anxiety seems to be a significant problem among BH first-year university students.

Background: University students with suicidal ideation are at high risk of suicide, which constitutes a significant social and public health problem in China. However, little is known about the prevalence and associated risk factors of suicidal ideation among first-year university students in China, especially during the COVID-19 pandemic. Objectives: To investigate the prevalence of suicidal ideation and its factors in first-year Chinese university students from a vocational college in Zhejiang during the COVID-19 pandemic. Methods: Using a cluster sampling technique, a university-wide survey was conducted of 686 first-year university students from Hangzhou in March 2020 using University Personality Inventory (UPI). UPI includes an assessment for suicidal ideation and possible risk factors. Suicidal ideation prevalence was calculated for males and females. Univariate analysis and multivariable logistic regression models were conducted, adjusting for age and sex. Analyses were carried out using the SPSS version 22.0 software. Results: The prevalence of 12-month suicidal ideation among first-year university students during March 2020 was 5.2%, and there was no significant difference between males and females (4.8% vs. 6.0%, = 0.28, p = 0.597). Multivariable logistic regression analysis identified social avoidance (B = 0.78, OR = 2.17, p < 0.001) and emotional vulnerability (B = 0.71, OR = 2.02, p < 0.001) as positively associated with suicidal ideation. Conclusions: Social avoidance and emotional vulnerabilities are unique factors associated with greater suicidal ideation among first-year university students during the COVID-19 pandemic. UPI serves as a validated tool to screen suicide risks among Chinese university students. Encouraging social engagement and improving emotional regulation skills are promising targets to reduce suicidal ideation among first-year university students.

Although the growing attendance of first-generation college students attests to higher education’s commitment to access and social mobility, by many measures students who are the first in their family to attend college are not as successful as their later-generation peers. The increasing number of first-generation students and the social, economic, and civil ramifications of their inequitable struggles in higher education require researchers to move beyond measuring outcomes and to explore influences on student success in new ways. Grounded in a theoretical perspective informed by developmental ecology and the relationship between engagement and learning, this study analyzed survey data on academic support, social support, and academic outcomes. The findings indicate that even in the same university, first-generation students had lower GPAs and experienced lower levels of social support than their later-generation peers. The study also finds that although no differences exist in the perceived academic support provided to both groups, first-generation students were not as successful in translating equal levels of academic support into equal academic performance.

Adolescents and Emerging Adults' Sleep Patterns: New Developments

Aim/Purpose Access to technology is critical for college students, especially those from marginalized groups (O'Sullivan &amp; Forgette, 2024). This study aims to identify gaps in technological capital that expose inequities in the use and com-prehension of technology and to assess their impact on measurable college persistence among historically underrepresented, economically disadvantaged, and first-generation incoming first-year college students in New York State. Background Historically underrepresented, economically disadvantaged, and first-generation students often lack social, cultural, and technological capital and live in minoritized communities with low socioeconomic status (Whitcomb &amp; Singh, 2020). These students encounter educational obstacles, particularly in post-secondary education, resulting in difficulty in maintaining persistent in higher education (Whitcomb &amp; Singh, 2020). Methodology The study will adopt the Solomon Two-Group Design methodology to investigate whether increased instruction and technical interventions lead to enhanced academic or personal achievement, potentially fostering academic persistence (Solomon, 1949). A total of 14 randomized historically underrepresented, economically disadvantaged, and first-generation incoming first-year college students at a major university center in New York State will participate. Contribution This paper contributes to the body of existing knowledge by highlighting the significant of technological instruction, including workshops and training, to assist historically underrepresented, economically disadvantaged, and first-generation students in their transition to college. Findings In this study, the results indicate that the historically underrepresented, economically disadvantaged, and first-generation students who received technological instruction during the experiment demonstrated improved proficiency in using basic technology essential for college. Recommendations for Practitioners The results of this experiment indicate an increased number of students who understand how to operate technology between the pre- and post-test results. Colleges should offer targeted workshops to help historically underrepresented, economically disadvantaged, and first-generation students develop essential technological skills for academic success. Recommendations for Researchers Due to time constraints, we conducted an experiment with a two-day workshop to educate participants on using technology before completing the post-survey. Hence, it is important to acknowledge that a two-day workshop may be insufficient to educate participants on how to use certain technology essential for the transition into college. Future studies should consider a larger experiment consisting of at least 60 students, with four groups of 15 participants, a one-week instruction course, and an evaluation of the participants' academic progress after four semesters to ensure they gain understanding and proficiency in technology for college success. Impact on Society It is worth noting that historically underrepresented, economically disadvantaged, and first-generation students face disadvantages regarding technology-based equipment and knowledge (Gillis &amp; Krull, 2022). Colleges should pay special attention to adopting technology to support these students during their first year (Mavroudi et al., 2022). Recognizing this need is not only the responsibility of educational institutions but also the students' social networks must also provide support to facilitate their success in higher education. Future Research In the future, it is recommended to conduct a larger experiment involving at least 60 students, divided into four groups of 15 participants, with a one-week instruction course. After four semesters, the participants' academic progress should be evaluated. This experiment should utilize the Solomon Four-Group Design (Solomon, 1949) to eliminate bias and determine whether instruction in using technology can increase academic achievement for historically underrepresented, economically disadvantaged, and first-generation students as they navigate their first year of college.

The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on enhancing university first-year L2 students’ intellectual traits. The study involved two randomly selected first-year Social Science stream classes. The researchers employed the embedded design in the study because they mainly used quantitative data augmented by qualitative data. The researchers analyzed the questionnaire data and the interview data using the one-way between groups ANCOVA and thematic analysis method respectively. The finding of the questionnaire data analysis indicated that participants in the treatment group were better in their intellectual traits scores. The result of the interview data analysis also revealed that participants in the treatment group had a better interest in using elements of thought and intellectual traits after the intervention. Hence, integrating critical thinking instruction into APW lessons needs to be considered among all stakeholders to enhance university first-year EFL students’ intellectual traits. Keywords: Argumentative paragraph; critical thinking; instruction; intellectual traits; university first-year students.

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Introduction. The article examines the influence of various factors on the academic performance of university students. The purpose of the article is to identify the degree of influence of various factors on first-year university students’ academic performance taking into account their gender. The study is based on students’ self-assessment. Materials and Methods. The methodological basis of the research was the articles of Russian and foreign scholars devoted to the factors affecting the academic performance of university students (A. Alhadabi, H. W. Brink, Y. García, H. G. Hidajat, E. V. Krekhovets, F. Moradi, N. S. Nurieva, A. O. Ryazhkin, V. N. Shlyapnikov, D. R. Valeeva, S. D. Vaulin, S. V. Yaroshevskaya, I. Živčić-Bećirević and etc.). The empirical study was carried out at Tyumen State University. The sample consisted of 232 first-year students of various fields of study, including 101 males and 131 females. Results. The analysis of the scholarly literature on the research problem enabled the authors to identify the factors that influence the academic performance of university students and propose a classification of these factors. Based on students’ self-assessment, the degree of influence of each of the selected factors on their academic performance was determined. Significant differences in the assessment of the influence of a few factors on academic performance related to the students’ gender were revealed. According to the self-assessment of students, the competence of academic staff has the strongest influence on their academic performance. Within the framework of the proposed classification of factors, the most important for students was a group of factors related to their personal characteristics. Factors related to randomness and academic fraud were ranked among the least important. Intrinsic motivation as a factor influencing academic performance turned out to be more important than extrinsic positive and extrinsic negative motivation. Conclusions. The experimental data show that women, to a greater extent than men, associate their academic performance with external factors (teachers’ competence, learning environment, study facilities), or with their innate personality traits (intellectual abilities, memory characteristics and attention, emotional balance). For men, a more significant factor in academic performance is relying on their own strengths and expectations of success from their efforts. At the same time, their academic performance is more determined by the social environment at the university.

Students around the world are expected to read, comprehend and learn from growing numbers of English texts in higher educational contexts where the official medium of instruction is the local language. Despite this language shift, relatively little attention has been paid to the challenges academic texts in English present for students. The present paper provides insights into first-year university students’ perceptions of and attitudes towards academic reading in English in Sweden through a sequential explanatory design with questionnaires and follow-up interviews. Sweden is often seen as a model country in terms of second-language proficiency in English, but as this study shows, a majority of first-year university students expressed negative attitudes towards academic reading in English. Student responses suggested more than one third of first-year Swedish university students in social science subjects struggled to comprehend and keep up with their assigned reading, with vocabulary and reading speed cited as their biggest challenges. This paper further shows that a considerable number of students entered higher education unaware that they were going to be required to read academic texts in English, with some questioning this common practice. Finally, implications for teachers are discussed.