First-year College Research Articles

Factors associated with high and low mental well-being in Spanish university students

BackgroundPrevious studies conducted in various nationally representative samples of the general population show that positive mental health is related to social prosperity. However, specific studies in university populations are scarce. In this study, we set out to explore factors associated with mental well-being (MWB) in a representative sample of first-year university students in Spain. MethodsMWB was assessed with the short version of the Warwick-Edinburgh Mental Well-Being Scale. Multinomial logistic regressions were performed to explore the association between different blocks of factors, including relational, adversity, stress, lifestyle, spiritual, health, and self-perceived health variables with high and low MWB, controlling for sociodemographic and university-related variables. ResultsData from 2082 students (18.6 ± 1.2 years; 56.6 % females) were analysed. Being male, being born in a foreign country, “high” self-perceived support, and “high” self-perceived mental health increased the odds of high MWB. Growing up in the suburbs, stressful experiences, and anxiety disorders reduced the odds of high MWB. Mood and anxiety disorders increased the odds of low MWB. “Middle” self-perceived support, sleeping ≥8 h per day, and “high” self-perceived mental health reduced the odds of low MWB. LimitationsThe cross-sectional design precludes establishing causal relationships. Data were collected in the 2014–15 academic year using self-reported online surveys. ConclusionThe factors associated with high and low MWB do not always mirror each other, so specific plans are needed to successfully address each of the two poles. Interventions and policies targeting these factors for health promotion and disease prevention would improve the MWB of university students.

Persistence of Conceptual Errors in First-Year University Physics Course and Its Possible Relationship with Learning Styles

In this work, we study the persistence of some fundamental previous ideas in physics in a group of freshmen at the Universidad Politécnica de Madrid (Spain). For this purpose, we analyze the answers to a questionnaire consisted of 24 multiple-choice items, most of them borrowed from the Force Concept Inventory (FCI). Our study is performed in two different ways by using, on the one hand, classical test theory and, on the other hand, the Pearson product–moment correlation. The survivance of some of the previous ideas at the end of the course is assessed by comparing and critically analyzing the answers of the students to the same test at the beginning and the end of the term. A possible connection with Honey–Alonso learning styles (LS) is also discussed. The results yielded by our study demonstrate the persistence of some of the initial and previous ideas, no matter the students’ previous qualifications or their current LS.

Predicting performance in exams and deep approach to learning in first year university students: a new look at academic success

ABSTRACT This study calls for a broadening of the perspective on academic success. While passing exams is an essential objective of higher education, it should not overshadow another important objective which is the development of students’ skills, such as becoming curious, autonomous and reflective in the learning process. This study used Academic Performance in Exams (APE) and Deep Approach to Learning (DAL) as measures related to these two objectives. The aim was to identify and compare the factors that may influence APE and DAL. The study was conducted on first-year students (2011) at a French university. It was based on a random forest algorithm and took into account a wide range of factors belonging to different dimensions: demographics, social background, educational background, context of the educational programme, behavioural engagement, social environment, psychological and cognitive characteristics. The results show that the most important factors in predicting APE are the educational programme undertaken, student’s educational background and parents’ occupation. DAL was not found to be an important factor in APE. Regarding the prediction of DAL, the results point to the predominant weight of intrinsic motivation and the important weight of elaborated epistemic beliefs. In contrast, demographics and behavioural engagement were found to have negligible weight in predicting both APE and DAL. These findings raise questions about the type of success that is valued in the first year of university and call for reflection on assessment methods. They also allow the identification of levers that teachers can activate to support first year students.

The challenge of change: understanding the role of habits in university students’ self-regulated learning

AbstractStudy habits drive a large portion of how university students study. Some of these habits are not effective in fostering academic achievement. To support students in breaking old, ineffective habits and forming new, effective study habits, an in-depth understanding of what students’ study habits look like and how they are both formed and broken is needed. Therefore, in this study, we explored these aspects among first-year university students in six focus group discussions (N = 29). Using a thematic analysis approach, we clustered the data in five themes: Goals Matter, Balancing Perceived Efficiency and Effectiveness when Studying, Navigating Student Life: from Structured Routines to Self-Regulation Challenges, the Quest for Effective Habits with Trying to Break Free From the Screen as subtheme, and the Motivation Roller Coaster. Findings suggest that students had different study habits depending on their goals. Students had quite accurate metacognitive knowledge about effective learning strategies for long-term learning, but often used other learning strategies they deemed most efficient in reaching their goals. Students indicated intentions to change, but did not prioritize change as their current habits enabled them to pass exams and change was not perceived as adding value. Fluctuations in motivation and transitioning to a self-regulated life hampered students’ intentions to form new and break old habits. Next to insights into factors affecting students’ behavioral change intentions, the findings suggest the importance of aligning assessment methods with life-long learning and supporting students in their long-term academic goal setting to prioritize study habits which target lasting learning to optimally foster their self-regulated learning.

The associated factors for physical activity-related injuries among first-year university students in southern China from a biopsychosocial perspective.

Understanding the diverse factors influencing physical activity-related injuries is crucial for developing effective interventions that enable individuals to participate in physical activity (PA) while minimizing injury risk. Currently, research evidence on the multiple factors associated with PA-related injuries is inadequate. This study aimed to examine the associations between PA-related injuries and various biological, psychological, and social factors among first-year university students in China. We recruited first-year university students from Shantou University in Guangdong Province, China, to participate in our study. Data collection employed a structured self-administered questionnaire, gathering information on PA-related injuries, as well as relevant biological, psychological, and social factors. Binary logistic regression, using a stepwise modeling approach, was employed for the data analysis. Among 1,051 first-year university students, 28.16% reported having experienced PA-related injuries in the past year. Most of the injuries reported were minor, with the knee or lower leg being the most frequently injured part of the body. Improper posture, environmental conditions, and excessive physical load were the leading causes of PA-related injuries. Multiple logistic regression analysis revealed that female students (OR = 0.67, 95% CI: 0.47-0.94, p = 0.022) had reduced odds of PA-related injuries. Conversely, high neuroticism (OR = 1.61, 95% CI: 1.07-2.41, p = 0.022), being a member of a sports team (OR = 2.09, 95% CI: 1.34-3.27, p < 0.001), PA on the wet ground (OR = 1.73, 95% CI: 1.18-2.54, p = 0.005) increased the odds of PA-related injuries. Our findings underscore the intricate interplay of various factors contributing to PA-related injuries. Identifying high-risk individuals based on physiological and psychological characteristics, coupled with targeted interventions addressing modifiable risk factors, is crucial for effective prevention.

First year and adjustment in university life: A qualitative study to determine the needs of first year university students

This study was conducted to identify the adjustment needs of first-year university students during their transition to university. The first year at university is a time when students review and organize their needs, their expectations from the university, the quality of their communication with other students, academic and administrative staff, the rules and working methods of the new academic environment, and the personality traits that students bring to the university. In the first year, most university students have to deal with many stress factors such as economic difficulties, academic difficulties, loneliness and homesickness, and difficulties in establishing social relationships. Based on this information, this study aims to explore in depth the needs and experiences of first-year university students in Turkey. In this study, the case study model, which is one of the qualitative research methods, was used to determine the adjustment difficulties and first-year needs of first-year university students. The participants were asked 11 open-ended questions with a semi-structured interview form. Content analysis, which is a qualitative data analysis method, was conducted by creating themes and codes for the data obtained from the interviews. The findings from the research were discussed in the context of the literature.

Identifying methods used to manage weight and shape by first year university students: A qualitative analysis

ObjectiveTo identify current strategies used by first-year university students to lose weight, maintain weight, or change their body shape. MethodsFirst-year university students (n = 661) completed an open-ended, web-based survey. Cross-sectional data were analyzed qualitatively using a reflexive thematic approach to identify strategies used to lose weight, maintain weight, or alter body shape/composition. Thematic maps were constructed for each weight- and shape-related goal. ResultsFour main types of strategies were used to achieve all three weight or shape-related goals among first-year college students: changes in diet, changes in exercise, self-monitoring, and disordered eating. One behavioral strategy observed across all weight-related goals was prioritizing protein consumption, including protein gained from supplementation. However, there were also differences in strategies by weight- or shape-related goal. For example, only participants aiming to lose or maintain weight reported mindful strategies for monitoring diet. Individuals aiming to alter body composition reported heterogeneity in goal-related intentions, targeting specific body parts through exercise, and extensive supplement use. ConclusionsFirst-year college students use a variety of strategies to manage their weight and shape. Some strategies were observed across goals, whereas others are specific to the weight- or shape-related goal. More research is needed to understand the impacts, both positive and negative, of using the strategies identified in the present study.

Implications of Birth Order on Personality and Social Behavior

During the adjustment phase, first-year college students experience behavioral and personality changes, which such changes may provide insight into how successfully the students will manage their first year of college. This prompted the researchers to conduct this research utilizing a descriptive comparative research design, to establish a basis and explanation for first-year college students’ behaviors and personalities. The researchers selected three-hundred-four (304) first-year college students through a convenient or accidental sampling method. Based on the results of the study, it was revealed that birth order is partially a factor of personality and social behavior, specifically in parental attention personality and dominant social behaviors. It was found that there is a significant difference between the parental attention (F=7.579; df=3; p=.000), and dominant behavior (F= 4.001; df= 303; p=.008) of each birth order. This reveals that when it comes to parental attention, firstborns and middleborns receive more parental attention than only children. First-year college students who are firstborns are also more likely to exhibit dominant behaviors compared to only children. The researchers hope that this study will be used as a springboard for future research, aimed at the settlement of contradictory findings regarding personality, social behavior, and birth order. The researchers further recommend taking into consideration gender, age, socioeconomic status, parenting styles, and environment in studying personality and social behavior in relation to birth order.

Embedded tutors: Enhancing student success and academic integrity with a pedagogy of kindness in first-year university

Embedded tutors: Enhancing student success and academic integrity with a pedagogy of kindness in first-year university

Invariance and item bias of the Mental Health Continuum Short-Form for South African university first-year students

Over the last decade, higher education institutions (HEIs) have become increasingly interested in student well-being. However, since the student population is very diverse in South Africa, questionnaires measuring the well-being of students must be psychometrically sound for different cultural and demographic groups. This study aimed to determine the psychometric properties of the Mental Health Continuum Short-Form (MHC-SF), including factorial validity, measurement invariance, item bias and internal consistency. The sample consisted of 1285 first-year university students. The three-factor structure of the MHC-SF was confirmed, indicating that emotional, social and psychological well-being are three independent factors. Invariance results showed that the MHC-SF produced similar results across campuses and gender sub-groups, although partial invariance was present among language groups. Item bias was present for different sub-groups, but the practical impact was negligible. Reliability scores indicated that all three dimensions are reliable in this sample. This study’s findings could help higher education institutions with preliminary results on the validity and reliability of a widely used well-being measure to assess university students’ subjective well-being and could aid in investigating and measuring first-year students’ overall well-being during their transition to tertiary education.Contribution: This study contributes to creating knowledge about fair and unbiased measurement of student well-being across different sub-groups in South Africa.

Awarding digital badges: research from a first-year university course

ABSTRACT This paper reports on a study that replaced marks with digital badges in an undergraduate Initial Teacher Education course. The aim was to examine the impact of badging on students, and on the quality of university provision. Data collection consisted of surveys and focus groups. The study found that while digital badges had considerable potential to improve the student experience in terms of engagement with feedback, motivation and reducing ‘grade anxiety’, delaying the awarding of marks caused significant student anxiety. The effect on university provision was more positive, and digital badges promoted constructive alignment between university-based assessment tasks and external professional standards frameworks. The student findings pointed to an underlying tension associated with implementing student-centred, outcomes-based assessment methods in contexts designed to accommodate traditional high-stakes assessment. Five recommendations for future practice were made: (1) Remove marks altogether where digital badges are used; (2) Do not substitute written feedback with digital badges; (3) Developing a badge framework is important for both students and staff; (4) Inform students about what to expect; (5) Develop a ‘Badge Tree’.

Evaluation of The Degree of Stress in First Year Students of The Faculty of Medicine, Muslim Indonesian University

Stress is a phenomenon that often occurs in everyday life that cannot be avoided and can be experienced by everyone. There are so many demands in the first year of college that some students find them very heavy and difficult to fulfill. Students' failure to adapt to exams in the new academic year is likely to cause students to experience pressure. The research aims to determine the degree of stress and factors that trigger stress in first year students at the Faculty of Medicine, Indonesian Muslim University. This research is descriptive with a cross sectional method to measure stress levels based on stressors in first year medical students at the Faculty of Medicine, Muslim University of Indonesia, class of 2023. The method used is simple random sampling with a sample size of 295 first year students, class of 2023, Faculty of Medicine, Muslim University of Indonesia. The results of the research found that 295 students from the Faculty of Medicine, Indonesian Muslim University, class of 2023, on the Academic Related Stressor (ARS) factor, 130 people (44.1%) experienced a moderate level of stress, 152 people (44.1%) experienced a moderate level of stress on the Intrapersonal &amp; Interpersonal Related Stressor (IRS) factor. people (51.5%), in the Teaching &amp; Learning Related Stressor (TLRS) factor 121 people (41.0%) experienced a moderate level of stress, in the Social Related Stressor (SRS) factor 136 people (46.1%) experienced a moderate level of stress. Drive &amp; Desire Related Stressors (DRS) experienced mild levels of stress as many as 168 people (59.9%), in the Group Activities Related Stressors (GARS) factor experienced moderate levels of stress as many as 123 people (41.7%). Based on the frequency distribution of stress levels, the number of stressors who experienced very severe stress was 35 people (11.9%).

THE VARIETY OF PROBLEMS IN JAPANESE STUDENTS’ HYPOTHETICAL PREMISE CONSTRUCTIONS

Among the foundations of critical thinking in EFL is the ability of language learners to be able to express their views in terms of predictions and outcomes. It is all the more important in science universities such as the institution where the author teaches. Nine Japanese first-year university students in Japan, participated in a study involving an extended experiential learning project, using physical objects and observable phenomena. While students’ general use of premise and conclusion markers markedly improved, problems in their construction of hypothetical premises persisted. I will discuss the types of problems and offer explanations for why these problems continue to occur, and I will suggest ways in which instruction on hypothetical premise construction may be improved.

The Digitalisation of Elitism and Sifting? Observations on the Online Registration of First-Year University Students in KwaZulu-Natal, South Africa

This paper argues that the digitalisation of university registration processes has given rise to concealed elitism. The phenomenon became apparent during the COVID-19 pandemic, as elite students accessed advanced medical care and education degrees while individuals from indigent families and rural communities bore the brunt of the pandemic. Drawing from the perspectives of critical emancipatory research (CER), the observational study described in this paper sought to explain students' experiences during the transition to digitalised registration processes and to identify practical solutions for the deficiencies in the new system, ensuring inclusivity for all students in the future. This observational study did not have a specific sample size but observed the groups of incoming first-year students gathered outside many university gates during the registration period in the province of KwaZulu-Natal, South Africa. The study consequently concluded that many universities in KwaZulu-Natal are not prepared for digitalisation of student applications for several reasons: (i) the use of technology conceals elitism, a lingering aspect of the apartheid era that disenfranchises students from indigent and rural communities; (ii) universities lack reliable infrastructure, as they were not initially designed for contemporary communication and teaching methods; and (iii) the rise of technological innovation destabilises the intentions of our South African democracy and the massification agenda. This paper proposes a dual method of communication (virtual and walk-in inquiries) that would accommodate democracy and recognise people's right to education. This approach would ensure that students from different socio-economic backgrounds are accommodated in higher education institutions. The paper recommends technological innovations that do not remind black and poor students that they were once marginalised from accessing tertiary education due to systems that were not favourable to them.

A caring approach to the first-year university student experience

This paper presents a case study of a revised approach towards orientation and welcome for commencing students at a research-intensive university in Australia. First-year students, at undergraduate and postgraduate levels, face a range of challenges during their transition to university. This paper describes how we have translated research into practice by taking an evidence-based approach, designed in collaboration with students, and informed by three key aspects in student experience literature: engaging students, building an inclusive community, and fostering a sense of belonging. The approach is informed by key principles of care ethics theory, highlighting the importance of care as a concept in the design of first-year experience initiatives. The case study includes quantitative and qualitative data from admission and attendance rates and a student survey (n=1052). Student survey data is analysed through a reflexive thematic analysis approach using both inductive and deductive coding. The findings and discussion outline the key success outcomes of the approach both in relation to engagement, community, and sense of belonging and how these contribute towards supporting first-year student transition. Areas for future research are suggested.

Student engagement in the first year of university in Wales during COVID-19

ABSTRACT This article reports on a study which evaluated five dimensions of first-year university students’ engagement in Welsh universities during the COVID-19 pandemic. The study utilises a student engagement scale which was previously used with undergraduate students in Australian universities. Our findings provide insights on five dimensions of student engagement including academic, intellectual, peer, student-staff and online engagement which were explored during the COVID-19 pandemic. Findings indicate that the Student-Staff Engagement scale obtained the highest mean value, and the Academic Engagement Scale acquired the lowest score. The highest and lowest engagement-scale items in this study illustrates the shifting profile of first-year students who demonstrated contrasting study habits, forms of communication with peers and interactions with university staff to pre-pandemic students. The results also indicate that engagement is a complex concept and further work is required to better understand student engagement within contemporary universities which have embraced a hybrid mode of teaching and learning. The paper calls for a more robust theorising of the engagement concept and the authors of this article argue that the online dimension of student engagement requires expanding to mirror the experiences of undergraduates studying in the hybrid university.

Changes in Parent-Student Text Message and Phone Call Communication During the Transition to College as Predictors of Cannabis and Simultaneous Use During the First Year.

Parent communication can be protective against cannabis use among young adults. However, changes in parent-student communication frequency naturally occur during the transition from high school to college. Recent research suggests declines in parent-student communication frequency predict increased drinking and consequences during the first year of college, yet these effects on other risky behaviors are unknown. The current study investigated whether post-matriculation changes in frequency of texting/calling with parents predict cannabis use and simultaneous use of cannabis and alcohol, and whether pre-matriculation cannabis and simultaneous use predict changes in communication. First-year students (N = 287, 61.3% female, 50.9% White) reported cannabis and simultaneous use pre- and post-matriculation (T1 & T3) and changes in frequency of texting/calling their mother/father per day (T2). Negative binomial hurdle models examined whether T2 changes in communication frequency predicted T3 cannabis and simultaneous use, and logistic regression models examined whether T1 cannabis and simultaneous use predicted T2 changes in communication frequency. Results revealed that increasing (vs. decreasing) frequency of calling with mothers and texting with fathers was protective against cannabis use, whereas increasing frequency of calling with fathers was associated with greater risk of use. Changes in communication did not significantly predict simultaneous use, nor did pre-matriculation cannabis or simultaneous use predict changes in either mode of communication with parents during the college transition. These findings highlight that changes in mother and father communication may be both beneficial and detrimental to cannabis use depending on the parent and mode of communication. Implications for these findings are discussed.

Benefits of Exposing Third-year English Language Student Teachers to Service Learning in One Rural-based University

The study explored the benefits of exposing third-year Bachelor of Education students to Service Learning at a rural-based South African University. Service Learning (SL) is a practice that links community service with learning activities to promote substantive learning. This study aimed to explore whether third-year student teachers could benefit from helping first-year student university students acquire literacy skills through SL. The study was underpinned by the Experiential learning theory (ELT). A qualitative research paradigm underpinned by an interpretative epistemology was used in this study. A non-random sampling technique was used to select participants from the Faculty of Education at the participating institution. Data were generated using observing classroom activities, semi-structured and focus group interviews. Data analysis emerged with themes and sub-themes. Overall, the results revealed that the third-year students gained self-confidence, enhanced self-esteem and enhanced academic skills. The study revealed that exposing students to SL made them gain academic knowledge, cognitive skills, interpersonal skills, and self-confidence as they endeavoured to put theoretical knowledge into practice. As a pedagogy, SL created an enabling environment for learners to express themselves freely – thereby creating space for the expression and consolidation of new experiences. Thus, the study suggested that SL be incorporated into pre-service teacher education programmes from the first year in a spiral curriculum modality up to the fourth (last) year of study. Incorporation of SL into teacher education programmes may be done by infusing it into School experience modules as proposed by the participants.

On Writing and College Life in Rainbow Rowell’s Fangirl

The novel Fangirl was written by American novelist Rainbow Rowell. The novel was published in 2013. The University of Nebraska serves as the setting for Rainbow Rowell’s Bildungsroman Fangirl, which is one of the top ten contemporary college novels. This book may evoke memories of the 1960s. Despite being a young adult novel that also follows the protagonist Cath through her first year of college, Fangirl may bring back memories of similar experiences for any graduate of college, regardless of field of study. As the plot revolves around a creative writing course Cath enrolls in during her first semester, Fangirl, like many other great college novels, is preoccupied with the writing process. Cath is a fanfiction writer who creates fantasy stories based on the works of Harry Potter. She turns in an assignment. Even more, Cath’s progression to writing a changed short story for the course colleagues her scholarship to deal with family difficulties as well as her anxiety in the college atmosphere that is new to her. In turn, not only does the novel not completely overstress college life, but it also highlights Cath’s need to adapt her forces as a student and her responsibilities outdoor campus.

The Relationship Between Resilience, Interactive Distance, and College Students' Online Mathematics Learning Engagement: A Longitudinal Study.

Resilience, a pivotal construct in positive psychology, remains incompletely understood in its facilitation of learners' online engagement. This study aims to investigate the relationship between resilience, transactional distance, and Online Mathematics Learning Engagement (OMLE) among first-year university students. Utilizing a cross-lagged path analysis approach, the study surveyed 612 first-year students. Multiple models were constructed and compared to explore the mutual predictive relationships between resilience, transactional distance, and OMLE. Among the compared models, Model 4 demonstrated the best fit. The model revealed that: (1) resilience at Time 1 and Time 2 positively predicted transactional distance at Time 2 and Time 3; (2) transactional distance at Time 1 and Time 2 positively predicted OMLE at Time 2 and Time 3; (3) resilience at Time 1 significantly predicted OMLE at Time 3; and (4) transactional distance at Time 2 fully mediated the relationship between resilience at Time 1 and OMLE at Time 3. Furthermore, mediational model analysis confirmed that transactional distance played a mediating role in the longitudinal relationship between resilience and OMLE. Using a cross-lagged mediational model with 5000 bootstrap samples, the indirect effect of transactional distance on the relationship between resilience at Time 1 and OMLE at Time 3 was significant and remained stable over time. The findings suggest that resilience, as a positive psychological resource, stimulates students to seek and utilize protective resources in online environments, leading to more active participation in interpersonal communication and classroom interactions. Additionally, resilience helps students overcome emotional and practical difficulties encountered in online learning, thereby enhancing their OMLE. These insights offer valuable implications for educators, highlighting the potential to improve students' online learning engagement by fostering their psychological resilience.