Cohort Of First-year Students Research Articles

Disentangling the secondary school effects in the assessment of university inefficiencies

ABSTRACT The inefficacy of the Italian university system has been discussed in the relevant scientific literature, mainly using data from single universities or survey data. This paper uses the data provided by the National Student Archive related to eight cohorts of first-year students who enrolled in Italian universities between 2010 and 2018 to study the risk of dropout and churn during the 1st year. Revisiting the model of Tinto, to include in the analysis the possible effect of university services and linking each student to the high school attended before enrolment, the work has two primary aims: (i) to investigate the determinants of university failure, focusing on how strategic factors – such as students’ mobility choices, previous educational background, and university policies addressed to improve digital communication and services – affect the probability of experiencing churn or dropout; (ii) to disentangle the secondary school effect on these two outcomes by adopting a two steps procedure which relays on multilevel logistic models. Results allowed us to estimate adjusted indicators of inefficiency, which are suitable for comparisons across universities that offer degree programmes in the same disciplinary field and provide evidence on the role played by the secondary school attended in determining substantial inequalities at entrance.

Capturing the College Experience

Understanding the dynamics of mental health among undergraduate students across the college years is of critical importance, particularly during a global pandemic. In our study, we track two cohorts of first-year students at Dartmouth College for four years, both on and off campus, creating the longest longitudinal mobile sensing study to date. Using passive sensor data, surveys, and interviews, we capture changing behaviors before, during, and after the COVID-19 pandemic subsides. Our findings reveal the pandemic's impact on students' mental health, gender based behavioral differences, impact of changing living conditions and evidence of persistent behavioral patterns as the pandemic subsides. We observe that while some behaviors return to normal, others remain elevated. Tracking over 200 undergraduate students from high school to graduation, our study provides invaluable insights into changing behaviors, resilience and mental health in college life. Conducting a long-term study with frequent phone OS updates poses significant challenges for mobile sensing apps, data completeness and compliance. Our results offer new insights for Human-Computer Interaction researchers, educators and administrators regarding college life pressures. We also detail the public release of the de-identified College Experience Study dataset used in this paper and discuss a number of open research questions that could be studied using the public dataset.

STEM Students’ Academic Well-Being at University before and during Later Stages of the COVID-19 Pandemic: A Cross-Sectional Cohort and Longitudinal Study

This paper offers an indepth analysis of the impact of the COVID-19 pandemic on STEM students’ academic well-being beyond the initial stages of the pandemic. We draw upon a unique self-collected cross-sectional cohort dataset (n = 990, prepandemic and pandemic first-year STEM students) and longitudinal dataset (n = 170, students who started their studies pre-pandemic and are in their second year during the pandemic). Study 1 revealed that STEM students’ academic well-being during the COVID-19 pandemic was lower than before its onset, as shown when comparing a pre-pandemic and pandemic cohort of first-year students and from analyzing first-year students’ changes in academic well-being over time (i.e., lower academic satisfaction, belonging, efficacy and persistence intentions). Study 2 showed that especially COVID-19-related worries regarding academic enjoyment and study progress were related to STEM students’ decreased academic well-being, both for first and second-year students. Study 3 demonstrated that both peer support and faculty support contributed to higher academic well-being among first and second-year STEM students during the pandemic. These findings benefit policymakers and higher education institutions as they provide insight in how to safeguard sustainable academic well-being for STEM students in times of crisis or challenge.

First-year students’ experience with engaging with curricular online at a private higher education institution during COVID-19

The year 2020 witnessed a paradigm shift commonly referred to as the "new normal" because to the unprecedented COVID-19 pandemic, which had a profound impact on the lives of several students across the globe. The significant transformation posed a perplexing situation for freshmen at higher education institutions. The implementation of COVID-19 limits precipitated an abrupt digital transformation for students, necessitating the surmounting of significant obstacles. This study aimed to investigate the experiences of first-year students enrolled at a private postsecondary institution in the context of online learning. The study additionally aimed to ascertain the difficulties encountered by individuals while accessing online learning amidst the current tumultuous circumstances. The study employed a qualitative methodology in response to its inherent character. A sample size of six students was chosen from a cohort of first-year students, while three lecturers who teach first-year students were picked using random selection techniques. The data was gathered through various methods, including face-to-face interviews, focus group talks, and questionnaires. Subsequently, the data was subjected to analysis utilizing the Nvivo program. The findings derived from the research indicate that it is imperative to comprehend the experiences, computer literacy skills, and perspectives of first-year students in order to offer suitable assistance to forthcoming first-year students engaging in online learning and ultimately enhance lecturers' online instructional methodologies. The findings additionally indicate that students encountered difficulties not only in adapting to online learning but also in dealing with various social and emotional elements that had an impact on their learning experience, hence exacerbating the issues they faced.

Behind the Mask II

The COVID-19 pandemic presented the medical education community with unprecedented challenges. Little is known about the impact of the pandemic on professional identity formation (PIF) in matriculating students. The objective of this study is to explore the impact of COVID-19 on PIF in a cohort of first-year medical students using mask-making and narrative reflection. This study took place in the spring of 2021. Following IRB approval, Penn State College of Medicine’s University Park Entering Class of 2020 (n=12 students) was invited to create a mask to express the impact of COVID-19 on their sense of professional identity. In addition, students completed a written narrative and a brief survey to further explore how COVID-19 has affected their learning and professional development. Basic descriptive statistics were used to analyze survey responses. Visual thematic analysis was used to analyze the masks and principles of grounded theory with iterative constant comparison was used to extract emergent themes from student narratives. Ten students completed the survey. Five students further completed the reflection and created a mask. Students generally felt that the pandemic strengthened their resolve to become a physician and were optimistic that training will eventually return to normal. When analyzing masks and narratives, COVID was mentioned only in the context of qualities of an ideal physician, but not when relating elements of self-identity. The most salient domains coded within the mask and narrative included “habits” and “personal characteristics”, respectively. While COVID has had a significant impact on medical training, this cohort of first year students exhibited remarkable resilience, reported minimal emotional impact from the pandemic, and shared themes of developing strong habits and laudable professional characteristics as more central to their developing sense of PIF than any specific element of COVID.

The effect of COVID-19 on the well-being of first-year university students

Past studies have found that university students’ well-being is relatively low, and that first-year students are specifically vulnerable. This issue has drawn particular attention during the COVID-19 pandemic. This study examines the effect of COVID-19 on the well-being, academic confidence, feeling of informedness, and self-efficacy of first-year university students. Both cross-sectional and longitudinal data were used. Survey data were collected from two cohorts of first-year students at a Belgian university (N = 997): a pre-covid cohort (N = 493) and a covid-affected cohort (N = 504). Data were gathered at two measurement moments for the pre-covid cohort and at four measurement moments for the covid-affected cohort. First, between-subject analyses (ANCOVA) revealed no significant effect of COVID-19 on students’ well-being (p > .100), academic confidence (p > .100), and feeling of informedness (p > .100), on arrival at university. Three weeks later, however, the covid-affected cohort reported (marginally) lower well-being than the pre-covid cohort (p = .057, η2 = .01). Second, longitudinal analyses (repeated measures ANCOVA) on the covid-affected cohort revealed changes throughout the academic year in well-being (p < .001, ηp 2 = .39) and self-efficacy (p < .001, ηp 2 = .04). Well-being and self-efficacy decreased during the first semester (p < .001), and slightly recovered at the start of the second semester (p < .001). Educational implications on how to support students during their transition to higher education are discussed.

Radiographers' perceptions of first year diagnostic radiography students’ performance following implementation of a simulation-based education model

IntroductionSimulation-based education (SBE) partially replaced the clinical placement learning for a cohort of first year students on a BSc (Hons) Diagnostic Radiography programme. This was in response to the pressures on hospital-based training caused by increasing student numbers and following increased capability and positive outcomes for student learning in delivering SBE as a result of the COVID-19 pandemic. MethodsA survey was distributed to diagnostic radiographers, across five NHS Trusts, involved in the clinical education of first year diagnostic radiography students at one UK university. The survey sought radiographers’ perception of student performance in undertaking radiographic examinations, safety procedures, knowledge of anatomy, professionalism, and the impact of embedding simulation-based education through multichoice and free text questions. Descriptive and thematic analysis of the survey data was undertaken. ResultsTwelve survey responses from radiographers across four Trusts were collated. Responses indicated the majority of radiographers perceived students to require the expected level of assistance in undertaking appendicular examinations, applying infection control and radiation safety measures, and had the expected level of radiographic anatomy knowledge. Students also interacted appropriately with service users, demonstrated increased confidence in coming into the clinical environment and were receptive to feedback. Some variation was noted, particularly in professionalism and engagement, though not always attributed to SBE. ConclusionReplacement of clinical placement with SBE was perceived to have provided appropriate learning opportunities and some additional benefits, however it was felt by some radiographers that SBE could not replace the experience of the real imaging environment. Implications for practiceEmbedding simulated-based education requires a holistic approach and close collaboration with placement partners to ensure complimentary learning experiences in the clinical placement setting, and support achievement of the learning outcomes.

Pattern of access, early predictors of use, and treatment effectiveness of a psychological counselling service for medical students: an Italian longitudinal study

ABSTRACT Psychological counselling represents sensitive frontline services for the detection and treatment of early signs of distress in students. This study aims to assess psychological distress in medical students at the beginning of their academic career and the access rate to a counselling service during medical school. Predictors of access to the service and the effectiveness of the service were also explored. Distress and emotional dysregulation were measured in three consecutive cohorts of first-year students (n = 385, 53% female). Students accessing the counselling service at any time during the 6 years of medical school all completed the same baseline measurements and a pre/post assessment of the intervention. Nearly one-third of first-year students reported levels of distress above the clinical cutoff. The access rate to the counselling service was 13.9%. Only 21% of the students with clinical levels of distress contacted the counselling service. Living alone and having high distress at the beginning of the medical course were the main predictors of access to the service. Students reported a significant reduction of distress and dysregulation after counselling interventions. More efforts are needed to develop effective tools for identifying and tracking medical students in psychological hardship and to increase their willingness to attend the counselling services.

Expectativas Acadêmicas, Gênero e Situação Profissional: Comparando Duas Coortes de Estudantes Universitários

ABSTRACT The expansion of higher education is associated with the progressive diversification of student’s profiles, such as the increasing number of older, working and female students. The transition to higher education poses challenges for students entering it, generating expectations that can impact academic adaptation. This study compared academic expectations by gender and work situation in two cohorts of first-year students from a Brazilian public university, involving 13,336 participants. The Brazilian Scale of Academic Expectations for First-Year University Students was administered. Non-working and female students had higher academic expectations in both cohorts. The findings provide subsidies to higher education institutions to develop support programs and policies targeting first-year students.

Student perceptions on their transition experiences at a South African university offering a first-year experience programme.

The transition from high school to university is often a challenge for many students, as they face numerous academic and social adjustments during this time. For the 2020 cohort, these challenges were compounded by the COVID-19 pandemic, which further exacerbated the existing concerns and uncertainties. This study reports on the perceptions of a cohort of first-year students enrolled in 2020 at the onset of the COVID-19 pandemic regarding their transition experiences. The analysis was carried out against the backdrop of a pilot first-year experience programme at one South African university. Data was collected using a survey method from a sample of 299 students who had participated in the pilot programme. A multi-construct approach was used to assess student perceptions on the success of the First Year Experience programme in providing i) a supportive learning environment, ii) assisting students to understand academic demands, and iii) creating stimulating learning experiences with acceptable levels of reliability (0.66-0.74). Despite facing many transitional challenges at the beginning of the academic year, student responses to questions on the above three factors were affirmative. This suggested that students perceived their experiences of support and interactions within the university as instrumental in assisting them to cope with transitional challenges. These findings provided the necessary guidance for the continuation and improvement of the support given to first-year students.

How people higher on social dominance orientation deal with hierarchy-attenuating institutions: the person-environment (mis)fit perspective in the grammar of hierarchies

Interweaving Social Dominance theory with Person-Environment (P-E) fit theory, the present study examines how people higher on social dominance orientation (SDO, i.e., those who generally favor group hierarchies and inequalities) can deal with belonging to institutions that culturally sustain group equality (i.e., hierarchy-attenuating institutions). We enrolled two cohorts of first year students majoring in social work (Sample 1, N = 296; Sample 2, N = 117), a typical hierarchy-attenuating setting. Participants’ belonging to a hierarchy-attenuating institution was primed before administering a self-report questionnaire for measuring the study’s variables. Results of mediation analyses showed that people higher in SDO experienced higher P-E misfit with the institution in both samples. In turn, P-E misfit was positively associated with the intention to leave the social work faculty and with a higher pro-self hierarchy-enhancing motivation (i.e., agreeing that “I am enrolled in a Social work faculty primarily to have more chances to gain money and success in the future”). These results show that people higher in SDO can deal with the dissonant condition of P-E misfit with a hierarchy-attenuating institution by leaving such institution (i.e., differential attrition process) and/or by adopting a framework for their presence in a hierarchy-attenuating institution that aligns with their own’s socially dominant beliefs (i.e., motivational shaping process). Theoretical and practical implications are discussed.

Promoting Self-Regulated Learning among First-Year Accounting-Student Teachers: A Student-Empowerment Pedagogical Framework

The advent of the Covid-19 pandemic significantly diminished opportunities for face-to-face learning. This came at the backdrop of the consistent failure of first-year students to cope with the demands of learning in a complex higher educational system, which prioritises autonomous learning. Such a failure has been attributed to the structured and supportive learning environments in basic education, which have not only produced excessively dependent learners, but also a cohort of first-year students with low levels of resilience, self-efficacy, and motivation. Against this exposition, this quantitative study investigated those teaching approaches that lecturers can use to promote self-regulated learning among first-year accounting-student teachers. Guided by the fundamental precepts of the social-cognitive model of self-regulated learning and informed by interpretivism, quantitative data were collected using a Likert Scale questionnaire. The statistical analysis of the data revealed that meaningful and sustainable self-regulated learning can only be promoted by a purely student-centred approach. With an overall mean above 4.0, problem-based learning was found to frequently promote the self-regulated learning of students. Conversely, given an overall mean of just above 2.0, scaffolding and guided instruction were found to rarely promote self-regulated learning. A low standard deviation of below 1.0 on all three teaching approaches suggests a very small variance in the students’ scores. On the basis of these findings, the study calls for a pragmatic adoption of radical student-centred constructivist teaching approaches. In line with this recommendation, institutions of higher learning need to capacitate lecturers to teach students problem-solving and self-regulated learning skills.

What Factors of the Teaching and Learning Environment Support the Learning of Generic Skills? First-Year Students’ Perceptions in Medicine, Dentistry and Psychology

Future health professions need generic skills in their working lives, such as knowledge analysis, collaboration, communication and problem-solving skills. The teaching and learning environment is crucial in the development of generic skills when studying at university. The aim of this research was to examine students’ perceptions of learning generic skills during their first study year and how the teaching and learning environment related to their learning perceptions. The data were collected from first-year students (medicine n = 215, dentistry n = 70 and psychology n = 89) who completed a questionnaire at the end of their first study year. Two cohorts of first-year students from 2020 and 2021 were combined. The teaching and learning environments in medicine, dentistry and psychology differed from each other. The results showed that learning of problem-solving, communication and collaboration skills were emphasized more among medical and dental students, whereas analytical skills more among psychology students. There were no statistically significant differences in perceptions of the teaching and learning environment. Perceptions of generic skills and the teaching and learning environment were positively related to each other. In medicine, the strongest predictors of generic skills were peer support and feedback and in dentistry, peer support, interest and relevance. In psychology, the strongest predictors were interest and relevance. The results emphasize the relevance of the teaching and learning environment in learning generic skills.

Co-requisite Remediation: An Access Ramp for College Completion

ABSTRACT Higher education’s interest in remedial college coursework and its bumpy impact on student success drove this collaboration between the mathematics department and institutional research at a small, private 4-year university. For first-time freshmen needing math remediation, national research shows that these students struggle with earning required college math credits compared with non-remedial students. A major roadblock for them is that they often do not earn credit towards their degree for remedial courses, further challenging progression through their major. This research describes the impact of one institution’s curricular innovation to prepare students more quickly for college-level math and have some of that credit count toward graduation, thus meeting the institution’s Liberal Arts Core requirement. The researchers examine a combined cohort of first-year students to determine if there is a relationship between this co-requisite math course and higher retention and graduation rates compared to other traditional types of mathematics remediation. Students taking the co-requisite remedial class retained and graduated at higher rates and were also more successful in subsequent college-level mathematics classes.

Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions

Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same extent. Therefore, the overarching aim of this study was to compare the perceptions and performances of first and third- year undergraduate students taking part in collaborative testing on multiple occasions during a semester. It was predicted that first-year students would perceive the collaborative testing opportunities as more beneficial than third-years given their limited formative experiences with university assessment. Further, it was expected that students would generally perform at a higher level on collaborative versus individual tests in line with previous work. Student performance and perceptions of collaborative testing were collected on two occasions within a semester over a period of two years in both a first-year and third-year course. Quantitative and qualitative results revealed that first-year students were more receptive and perceived more benefits relating to collaborative testing than third-years despite the fact both cohorts generally performed at a higher standard on the collaborative versus individual components. These findings suggest that while collaborative testing is considered beneficial to most, if not all, students, the benefits appear to be greater for first-year student cohorts.

Exploring wellbeing in first year medical students amidst a curriculum change

BackgroundThe support of student wellbeing features highly in all higher education institutional agendas. For medical students good physical and mental health can help prevent burnout, equip students for their future healthcare setting and indirectly improve patient care. At the University of Nottingham (UK), we were keen to explore undergraduate medical students perceived wellbeing before, during, and after an early years’ (years 1-3) curriculum change. A restructure of the curriculum enabled personal wellbeing sessions to be embedded and directly linked to the pastoral support system.MethodsStudents’ perceived wellbeing was assessed through a questionnaire distributed to three cohorts of first year students at the start and end of the autumn semester.ResultsThe data showed a clear improvement of perceived physical health at the end of the first semester following the curriculum change, alongside increased mood and ability to relax. A surprising outcome of this study was that students reported increased stress levels at the end of the semester, which we believe may be attributed to the change in assessment within the new curriculum. Our medical students are now facing end of year summative examinations, but are acutely aware of their progress as they undertake frequent formative assessments during the year. We propose that comparison of performance with peers is having a direct impact on perceived stress in these cohorts.ConclusionsThe study has shown that embedding wellbeing in the curriculum can have positive effects even within a changing curriculum. The importance of evolving wellbeing provision and support based on the needs of the student population is essential and probably never more in need than at this moment in time.

Determinants of Psychology Students’ Study Satisfaction

Understanding characteristics that contribute to psychology students’ academic success is important to better support them during their studies. Referring to person–environment fit theory, we examined effects of study-relevant characteristics (self-efficacy beliefs, self-assessed level of information about the study program) on subjective criteria of success (persistence with the choice of study subject, later study satisfaction) and controlled for effects of grade point average (GPA) and mathematical skills. We present a longitudinal survey study including five cohorts of first-year students (total N = 854). Mediation models ( N = 254) revealed that self-efficacy and level of information at study entry predicted students’ persistence at the end of the first semester, which predicted satisfaction at the end of the second semester. In the presumed overall model we found total effects of self-efficacy and level of information, with direct and indirect effects (via persistence) on satisfaction, and no total or direct effects of GPA and mathematical skills, but an indirect effect of GPA on satisfaction. Thus, psychology students’ satisfaction substantially depends on study-relevant characteristics and less on skills. An enhancement of students’ self-efficacy beliefs and comprehensive information for those who are interested in the subject might help to increase satisfaction and thus success.

Baseline Characteristics of the 2015-2019 First Year Student Cohorts of the NIH Building Infrastructure Leading to Diversity (BUILD ) Program

The biomedical/behavioral sciences lag in the recruitment and advancement of students from historically underrepresented backgrounds. In 2014 the NIH created the Diversity Program Consortium (DPC), a prospective, multi-site study comprising 10 Building Infrastructure Leading to Diversity (BUILD) institutional grantees, the National Research Mentoring Network (NRMN) and a Coordination and Evaluation Center (CEC). This article describes baseline characteristics of four incoming, first-year student cohorts at the primary BUILD institutions who completed the Higher Education Research Institute, The Freshmen Survey between 2015-2019. These freshmen are the primary student cohorts for longitudinal analyses comparing outcomes of BUILD program participants and non-participants. Baseline description of first-year students entering college at BUILD institutions during 2015-2019. Ten colleges/universities that each received <$7.5mil/yr in NIH Research Project Grants and have high proportions of low-income students. First-year undergraduate students who participated in BUILD-sponsored activities and a sample of non-BUILD students at the same BUILD institutions. A total of 32,963 first-year students were enrolled in the project; 64% were female, 18% Hispanic/Latinx, 19% African American/Black, 2% American Indian/Alaska Native and Native Hawaiian/Pacific Islander, 17% Asian, and 29% White. Twenty-seven percent were from families with an income <$30,000/yr and 25% were their family's first generation in college. Primary student outcomes to be evaluated over time include undergraduate biomedical degree completion, entry into/completion of a graduate biomedical degree program, and evidence of excelling in biomedical research and scholarship. The DPC national evaluation has identified a large, longitudinal cohort of students with many from groups historically underrepresented in the biomedical sciences that will inform institutional/national policy level initiatives to help diversify the biomedical workforce.

A Framework for Detecting Factors Influencing Students’ Academic Performance: A Longitudinal Analysis

Following the introduction of performance management in Italian universities, Business intelligence has become a strategical means to use administrative data in support of governance and decision-making processes. The aim of this paper is to show the important role played by a decision support system inside an organization by evaluating the outcomes of the fair tuition fee policy of the University of Bari, in favour of low-income students, stated as a priority in its mission. A longitudinal analysis is carried out on the cohort of first-year students enrolled in the academic year 2015–2016, searching for a predictive model of their performance given some explicative variables. The usefulness of adopting a periodic monitoring system, investigating data by means of suitable statistical techniques (logistic regression, survival analysis, Cox regression model), allows to early detect those factors to be modified in order to achieve optimal results with respect to student expectations and quality of higher education.

The art of the real: fact checking as information literacy instruction

PurposeThe purpose of this paper is to discuss how academic librarians tasked with research instruction can use connections between digital, civic and information literacy to combat polarization and misinformation through skill-based instruction.Design/methodology/approachThe paper discusses a wealth of original data centered on first year students and their information literacy abilities. Discussion of two data sets (one pre/post scored by rubric and one mixed methods) is included to demonstrate the following: existing information literacy skills among a sample cohort of first year students and pre-/post-test assessments from the pilot program for a digital literacy curriculum, along with qualitative responses.FindingsThis paper outlines ways in which information literacy instruction with a fact checking curriculum can help students evaluate digital information more accurately.Originality/valueThis paper provides valuable insight into pedagogical practices that center information literacy as it relates to civic engagement, digital polarization, and the decline of trust and civility since the 2016 Election of President Trump.