First-year College Research Articles

Cultural Transitions in Mathematical Discourse: Unveiling Mathematical Writing Hurdles during the Rite of Passage

This qualitative case study delves into the intricate landscape of mathematical writing challenges faced by first-year university students undergoing the critical transition from school-level to university-level mathematical discourse. Conducted at a prominent South African university, the research, employing a purposive sampling technique, engaged thirty first-year mathematics students. Guided by the community of practice theory by Lave and Wenger, alongside van Gennep’s rite of passage analytical lens, the study sought answers to the question: What are the mathematical writing challenges encountered by first-year university students during their rite of passage period? Thematic analysis, informed by Adu's (2019) coding framework, was utilized to systematically examine common themes and patterns within the qualitative data. The findings illuminated key hurdles during this transitional phase, prominently including the inconsistency in working with mathematical notations, erroneous use of universal and existential quantifiers, and a notable confusion between the acts of illustrating and proving in mathematical contexts. In response to these challenges, the study advocates for the explicit incorporation of mathematical writing instruction to scaffold students during this rite of passage. Furthermore, it recommends a shift in the emphasis of first-year mathematics courses—suggesting a redirection from a content-centric approach to one that prioritizes the cultivation of students' new identities. This entails focused attention on teaching the customs, traditions, and adept ways of constructing and articulating mathematical proofs in the university context. The implications of this study extend beyond the immediate challenges identified, offering actionable recommendations to enhance the pedagogical strategies employed in the crucial transition period for first-year mathematics students.

Students experience stories as lenses for sense-making of the transition to higher education

This study explored the experiences of seven first-year university students in Johannesburg, South Africa. Recognising storytelling as a lens to reveal identity, this study focused on student experience narratives as a tool to better understand their transition from school to university. It examined the narrated experiences of these students as a means to reveal their student identities. The qualitative study utilised a case study design type to address the research question: “What do first-year students’ transition narratives reveal about their emerging student identities?” This paper focuses on athematic analysis that was used as a tool to analyse participants’ narrated experiences. The analysis resulted in five broad themes, namely that student identities in their first-year journeys were formed and influenced by interpersonal experiences, intrapersonal experiences, pre-commencement institutional experiences, experiences of formal learning, and learning experiences beyond the classroom. Despite encountering multiple challenges in their new environment, the students derived benefit through capitalising on their personal strengths as tools to adjust to the demands of their new institution. These tools were crucial resources used by participants to adjust to and ultimately flourish in their first year.

Understanding the varieties in first-year university students’ experience of self-regulated learning during emergency remote teaching

ABSTRACT First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students’ experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed.

Determinant Factors of Academic Stress: A Study of First-Year University Students in Indonesia

Academic stress can reduce academic performance in first-year university students. Based on theoretical studies and previous research, three factors are predicted to influence academic stress: academic self-efficacy, life satisfaction, and happiness. This study analyzes the correlation of academic self-efficacy, life satisfaction, and happiness with first-year university students' academic stress. This research uses a quantitative approach with correlational methods and path analysis. The participants in this research were 720 first-year university students in Indonesia. The research instruments used were the Academic Self-Efficacy Scale, Life Satisfaction Scale, Happiness Scale, and Academic Stress Scale. Research data was collected online and then analyzed using the partial-least squares-structural equation model (PLS-SEM) technique. The results of this study show that life satisfaction and happiness are negatively and significantly correlated with first-year university students' academic stress. Furthermore, this research shows that happiness is the most determinant factor for academic stress, so it acts as a mediator in the correlation of academic self-efficacy and life satisfaction with first-year university students' academic stress. These three factors must be considered to reduce first-year university students' academic stress.

Changes in alcohol consumption during the COVID-19 among first-year university students in Spain, considering the risk of problematic use – UniHcos project

The aim of this study was to evaluate the possible impact of the COVID-19 pandemic on prevalence rates and self-reported changes in patterns of alcohol use among first-year university students in Spain, considering the risk of problematic alcohol use. A serial cross-sectional study based on the uniHcos project was carried out. Data from 10 518 first-year university students (73.3% female, mean age 19 (SD = 1.6)) collected between 2012 and 2022 were analysed. The evolution of the pooled prevalence rates during the time series was analysed and the risk of problematic alcohol consumption was assessed using the AUDIT. Also, self-reported changes in alcohol use patterns during the pandemic were assessed. According to the results, during the COVID-19 pandemic, the prevalence of alcohol use in the past 30-days was reduced (76.3% in 2019 vs. 63.7% in COVID-19) increasing again in the New Normal period. Thus, a similar pattern in the practice of binge drinking was observed. Regarding the AUDIT score, 21.7% (95%CI 20.9, 22.6) of the students had harmful alcohol consumption, with a higher proportion among males. In the multivariable logistic models, a higher AUDIT score was significantly associated (p-value < 0.001) with being male and living with roommates. According to self-reported changes in consumption patterns during the COVID-19 pandemic, a higher proportion of participants with harmful use reported an increase in alcohol consumption compared to those at low-risk (43% vs 19%). Finally, despite the overall reduction in drinking prevalence during COVID-19, changes were not equal for all students and depended on their previous level of problematic drinking, highlighting that this should be considered in the development of strategies against alcohol use in this population.

Motivations for Attending University and Dropout Intention in First-Year University Students

University dropout is considered a critical research topic today due to its significant implications for individuals, institutions, and society. The main aims of this study were to analyse the differences in learning engagement and dropout intention during the first academic year and to analyse the predictive value of motivations to attend university and pre-entry characteristics on the dropout intention. Results showed that learning engagement and dropout intentions vary during the first year, with the decrease in engagement and relative stability towards the end of the year. Students without clear reasons for attending university are most susceptible to dropping out. Learning engagement appears to be a powerful predictor of a low dropout intention.

Mental Health Trajectories in First-Year Undergraduate University Students

Mental Health Trajectories in First-Year Undergraduate University Students

The Two Fundamental Shapes of Sleep Heart Rate Dynamics and Their Connection to Mental Health in College Students

Introduction: Wearable devices are rapidly improving our ability to observe health-related processes for extended durations in an unintrusive manner. In this study, we use wearable devices to understand how the shape of the heart rate curve during sleep relates to mental health. Methods: As part of the Lived Experiences Measured Using Rings Study (LEMURS), we collected heart rate measurements using the Oura ring (Gen3) for over 25,000 sleep periods and self-reported mental health indicators from roughly 600 first-year university students in the USA during the fall semester of 2022. Using clustering techniques, we find that the sleeping heart rate curves can be broadly separated into two categories that are mainly differentiated by how far along the sleep period the lowest heart rate is reached. Results: Sleep periods characterized by reaching the lowest heart rate later during sleep are also associated with shorter deep and REM sleep and longer light sleep, but not a difference in total sleep duration. Aggregating sleep periods at the individual level, we find that consistently reaching the lowest heart rate later during sleep is a significant predictor of (1) self-reported impairment due to anxiety or depression, (2) a prior mental health diagnosis, and (3) firsthand experience in traumatic events. This association is more pronounced among females. Conclusion: Our results show that the shape of the sleeping heart rate curve, which is only weakly correlated with descriptive statistics such as the average or the minimum heart rate, is a viable but mostly overlooked metric that can help quantify the relationship between sleep and mental health.

Academic Self Efficacy and Student Academic Stress in the Pandemic Transition Period

The first year of college is a transition period from secondary education to higher education. The demand to be an independent learner, as well as the transition from distance learning to face-to-face meetings, can certainly cause academic stress. On the other hand, some factors influence the extent to which students can survive in the face of stress, one of which is self-efficacy. This research aims to look at the relationship between academic self-efficacy and academic stress in first-year students during the pandemic transition period using quantitative methods. The total number of participants in this research was 210 active first-year students. The research instruments used were the Academic Self-Efficacy Scale and the Academic Stress Inventory. The results of research using Spearman's rho correlation test technique show that the variables academic self-efficacy and academic stress (rs = -.667, p &lt; .001) have a significant negative correlation. Thus, the higher the academic self-efficacy, the lower the academic stress experienced by students.

Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach

Research acknowledges that learners’ motivation and self-regulation benefit their academic growth, and it applies to writing development. However, limited research has investigated how learners are supported to foster motivation and cultivate self-regulated learning strategies in writing classrooms. Drawing upon data from semi-structured interviews, self-reflections, and developing drafts, this qualitative case study examined how six first-year EFL university students with previous exam-focused writing experience developed motivation and employed self-regulated learning strategies in writing in a year-long English writing course designed based on the socio-constructivist approach. Analysis revealed that the participants experienced positive changes in writing motivation, including enhanced task interest, clarified outcome expectations, refocused goal orientation, and increased self-efficacy in writing, as they engaged in interrelated social and collaborative writing activities. They also used various self-regulated learning strategies, including cognitive strategies, goal setting, self-evaluative standards, self-selected models, and mental imagery, to improve writing skills and navigate writing. The study provides implications for researchers and practitioners in EFL writing within exam-oriented contexts.

Development of an Experimental Methodology Focused on Formation of Competences Promotion in the Applied (Profile) Physical Culture and Sport Among Student Youth

This article examines the current state of professional competence development focused on promoting physical culture and sport (PCS) participation among students in educational institutions. The role of organizing and disseminating information campaigns to the population by specialists in PCS has been emphasized. This highlights the necessity to form among graduates of secondary educational institutions and first-year university students the competences required to effectively popularize PCS activities. The paper presents the findings of a pedagogical experiment involving graduates from specialized sports classes in secondary education and first-year students at Khmelnytskyi National University enrolled in the "Secondary Education. Physical Education" (014.11) program. The effectiveness of the method of competences formation in the promotion of physical culture and sports among students has been confirmed by the results of the pedagogical experiment, in the process of which a reliable increase in the level of formation of competences among student youth is expected as measured against the National Higher Education Standard for the "Secondary Education. Physical Culture" (014.11) specialty within the bachelor's degree program. Furthermore, a methodological and diagnostic toolkit has been developed. This toolkit can be implemented in the training of student educators (bachelor's level) at pedagogical and other higher education institutions, particularly in courses related to psychology and pedagogy. Additionally, it can be employed in training programs for teachers and coaches working in the field of PCS.

The Model of Adaptation of First-Year Language Faculty Pedagogical University Students to Studying at the University

The purpose of the article is to consider the pedagogical model of adaptation of first-year students of the language faculty of the Pedagogical University to the learning process at the university. The proposed model includes the following blocks: target – defining the goals and objectives of the formation of adaptability among students of a pedagogical university; theoretical and methodological, including appropriate methodological approaches and scientific and practical principles; content-activity, which includes components that contribute to the development of socially significant personality qualities: gnostic, aimed at activating cognitive activity students; communicative, focused on the development of students’ communication skills within the group and interaction with teachers; educational, stimulating the spiritual and moral development of personality; constructive, including interactive activities of the teacher to create academic disciplines; design, focused on the development of skills for solving urgent problems, taking into account future specialization. All these components make it possible to form socially significant personality qualities that are in demand in society. The model also includes an effective generalizing block, which includes an analysis of the results based on criteria-based diagnostic tools. Research methods. The main methods used were analysis, synthesis, systematization and generalization of psychological and pedagogical literature, and the modeling method. The results of the study. The implementation of the model of adaptation of first-year students to university studies developed by us is capable of achieving a high level of academic adaptability. The implementation of this model allows students to successfully enter the new environment of the university, contributes to their acquisition of subjectivity, formation, development and strengthening of qualities that contribute to increasing their level of adaptability. Conclusion. The adaptation of first-year students to studying at a university is the most important factor in the success of further education and professional realization of a graduate.

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

In this research, a mixed-method approach was employed to conduct large-scale eye-tracking measurements, traditionally associated with high costs and extensive time commitments. Utilizing consumer-grade webcams in conjunction with open-source software, data was collected from an expansive cohort of students, thereby demonstrating the scalability and cost-effectiveness of this innovative methodology. The primary objective of this research was to discern the disparities in reading behaviour when students were presented with standard text accompanied by illustrations, compared to the same text with highlighted key terms. The participants, comprised of first-year university students, completed a questionnaire and an introductory test to ascertain their knowledge level. Subsequently, they were segregated into two groups and participated in two reading sessions, during which their ocular movements were recorded. The amassed data underwent both qualitative analyses, facilitated by visualizations, and quantitative analysis, employing statistical measures on the data and test results. Notably, no significant difference was observed in the gaze patterns or test results between the experimental and control groups. However, a significant divergence in gaze patterns was identified between high-achieving students and those experiencing difficulties, as evidenced by the averaged composite heatmaps generated from the data. The findings underscore two pivotal points. Firstly, the feasibility of conducting large-scale eye-tracking experiments is demonstrated. Traditional studies in this field often employ small population samples due to the time and financial constraints associated with methods that utilize specialized eye-tracking hardware. In contrast, our methodology is scalable, relying on low-end hardware and enabling students to record data on their personal devices. Secondly, while eye-tracking may not provide substantial benefits for fine-tuning text already optimized for readability, it could serve as a valuable tool for identifying and assisting learners who are struggling. This mixed-method approach holds significant potential to revolutionize the conduct and interpretation of eye-tracking studies within educational settings.

Direct instruction or active learning? The spectrum of first-year university teaching practices

ABSTRACT This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal component analysis reveals a continuous spectrum of varied practices, distinguished by a combination of more or less frequent use of direct instruction and active learning. Cluster analysis was used to identify practice profiles by considering each of the three practice areas separately. This analysis reveals that teachers whose preparation corresponds to active learning methods rely more on teaching resources, but also on their expertise in the subject. The profiles of teaching implementation show a division between direct instruction and active learning methods, with specific profiles associated with either the use of flipped classrooms or serious games. It appears that the teachers who make the most use of digital technology to get their students active are also those who use it most to deliver content. Results also show that the majority of teachers are involved in a transition to active learning, but that half still alternate it with direct instruction.

Fostering systems thinking about socioscientific issues

ABSTRACT Systems thinking is essential for understanding wicked real-world problems and suggesting solutions. This is the case for addressing socioscientific issues (SSI) that involve inter-related personal, socio-political, cultural, scientific, economic and moral dimensions. It is challenging for teachers to support students in adopting and practising systems thinking when they explore SSI. In this study, we tested the extent to which causal loop diagramming (CLD) developed students’ systems thinking. We examined a 2-week teaching unit that used a computer-based CLD tool to foster students’ systems thinking about obesity in a first-year university general education course. Ninety-six students from a variety of majors/disciplines participated in this study. They worked in groups and engaged in reading news, proposing actions while creating causal loop diagrams about factors that contributed to obesity and approaches to tackle the issue. We analysed their pre-, mid-, and post-unit causal loop diagrams (3 × 26 groups) and weekly reflective memos. The data revealed their significant shift towards a systems approach of thinking. The reflective memos showed that the shift was afforded by cycles of construct–revise–use as they created the diagrams. The findings suggest the potential of causal loop diagramming to foster systems thinking in the sense-making and decision-making of SSI.

Understanding academic vocabulary learning in higher education: Perspectives from first‐year undergraduates in Hong Kong

AbstractThe learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Given the pivotal role that learners’ beliefs play in language learning, understanding their beliefs regarding their academic vocabulary learning (AVL) can provide educators with insights into the teaching strategies that effectively address the difficulties learners encounter. Accordingly, this mixed‐methods study examined the beliefs of 172 first‐year ESL undergraduates in Hong Kong regarding their AVL. Quantitative findings indicated that although students generally recognised the importance of developing academic vocabulary, their beliefs about their competence and effective learning methods varied. The students’ English proficiency level was also found to be associated with their beliefs. An analysis of open‐ended responses further revealed that the students faced challenges related to the infrequent occurrence of academic vocabulary in non‐academic contexts, its complex nature, as well as the difficulty of retaining newly learned words. The paper concludes by discussing pedagogical implications and directions for future research.

Relationships Between Chinese First-Year University EAP Learners’ Self-Regulated Learning Strategy Use and Beliefs About Academic Writing: A Structural Equation Model

Relationships Between Chinese First-Year University EAP Learners’ Self-Regulated Learning Strategy Use and Beliefs About Academic Writing: A Structural Equation Model

Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards

This study investigates the effectiveness of various practice modes in learning multiword units, specifically phrasal verbs and idiomatic expressions, through a multimodal online flashcard delivery system that allows students to read, write, listen to, and speak the target multiword vocabulary items. The study, based on data from 229 first-year Japanese EFL university students, investigates how various practice modes in reading, writing, speaking, and listening impact short-term memorization and long-term comprehension of multiword units. The analysis involved multiple regression using random forests to ascertain significance, alongside dominance analysis with relative weights for determining relative importance. Results indicate that while productive practice modes (writing and speaking) are crucial for short-term memorization, register-specific practice modes (speaking and listening) play a significant role in long-term acquisition. This study highlights the importance of integrating multimodal flashcard practice with practical use activities in the classroom to enhance vocabulary learning outcomes. Finally, the results of this study suggest that encouraging students to interact with their target language through multiple modes is meaningful for greater acquisition of multiword vocabulary. These findings contribute to a deeper understanding of effective strategies for EFL learners in acquiring multiword vocabulary units and underscores the importance of multimodal approaches in language education.

Inter-turn intervals in Paramecium caudatum display an exponential distribution

ABSTRACT In navigating to a better location, mobile organisms in diverse taxa change directions of travel occasionally, including bacteria, archaea, single-celled eukaryotes, and small nematode worms such as Caenorhabditis elegans. In perhaps the most common form of goal-orientated movement, the rate of such turns is adjusted in all these taxa to ascend (or descend) a chemical gradient. Basically, the rate of turns is reduced when the movement results in better conditions. In the bacterium Escherichia coli and in C. elegans, the turns are generated by random-rate processes, in which the probability of a turn occurring is constant at every moment. This is evidenced by a distribution of inter-turn intervals that has an exponential distribution. For the first time, we examined the distribution of inter-turn intervals in the single-celled eukaryote, Paramecium caudatum, in a class exercise for first-year university students. We found clear evidence for an exponential distribution of inter-turn intervals, implying a random-rate process in generating turns in Paramecium. The exercise also shows that university laboratory classes can be used to generate scientific data to address research questions whose answers are as yet unknown.

Differences in mental health problems in LGBT+ first year college students in Chile during the pandemic

PurposeTo examine the differences in mental health problems by sexual orientation and gender identity in first-year university students in Chile during the pandemic. Methods: 7,213 first-year students aged 18 years and older from five universities participated as part of the World Mental Health - International College Student initiative in Chile. Students completed an online self-report survey between 2020 and 2021 that included measures of lifetime and 12-month major depressive episode, generalized anxiety disorder, panic disorder, bipolar disorder, drug abuse/dependence, alcohol dependence, non-suicidal self-injuries, and suicidal risk. Prevalence of mental health problems were estimated and the differences by sexual orientation and gender identity were examined using logistic and multinomial logistic regression models. Results: Between 84.1% and 98% of lesbian, gay, bisexual, trans, and other sexual and gender minority (LGBT+) students screened positive for at least one lifetime mental health problem and between 67.6% and 90.6% for two or more problems. For most outcomes, non-heterosexual (Odds Ratio [OR] between 1.25 and 7.00) and trans and gender nonconforming students (OR between 1.72 and 5.81) had significantly higher odds of positive screening for lifetime mental health problems than heterosexual and cisgender students, respectively. Similar results were observed for 12-month mental health problems. Conclusion: The results show differences in the prevalence of mental health problems in LGBT+ university students in Chile, which are consistent with those found in other countries. These results may be useful for planning interventions to improve the mental health of LGBT+ students.