First-year University Students Research Articles

Emotion Dynamics among Late Adolescents and Emerging Adults: The Role of Maternal Privacy Invasion Perceptions.

Prior research suggests that youth experience immediate emotional distress following privacy invasion, but it is unclear whether and how persistent privacy invasion over longer periods destabilizes the intrapersonal emotional regulatory functions that privacy serves. This study investigated whether late adolescents and emerging adults who reported different patterns of maternal privacy invasion over a full academic year showed differences in emotion regulation, as reflected by the frequency and lability of negative and positive emotional experiences. Participants were first-year university students (n = 349; 60.2% female) in Hong Kong, aged 17 to 24 (MT1 = 18.20, SDT1 = 1.10). They self-reported maternal privacy invasion perceptions and negative and positive emotions 16 times, at bi-weekly intervals. Latent class growth analyses divided participants into a Higher Invasion Perceptions group (24.9%), a Moderate Invasion Perceptions group (46.4%), and a Lower Invasion Perceptions group (28.7%). A one-way MANCOVA examined potential differences in negative and positive emotion dynamics across groups, indexed by frequency (means) and instability (mean square of successive differences and probability of acute change). In line with predictions, both the Higher Invasion and Moderate Invasion groups reported higher negative emotion frequency and instability, compared to the Lower Invasion group. However, groups showed no significant differences regarding positive emotion frequency and instability. The findings indicate that perceptions of maternal privacy invasion predict youth's negative emotion regulation processes over their first collegiate year. Prolonged, higher levels of maternal privacy invasion may disrupt the intrapersonal regulatory functions that privacy serves over time.

The Association of Exercise and Self-Esteem among First-Year Students Registered at a Rural University In South Africa

Introduction Students who move from secondary school to tertiary institutions may experience stressors that lead to low self-esteem. This may, however, be alleviated by exercise. The aim of the study was to investigate the association of exercise with self-esteem among first-year students enrolled at a University in South Africa. Methods A cross-sectional survey design was used. The study sample consisted of 320 randomly selected first-year students, 160 students who exercised regularly and 160 students who did not exercise. Data was collected using the Rosenberg Self-Esteem Scale (RSE). The data were analysed using both non-inferential and inferential statistics. Results There were no statistically significant differences between the different ages and ethnicities with exercise and self-esteem. Exercisers had a slightly larger (14%) likelihood than non-participants of having more positive self-esteem, as shown by the OR of 1.14 (CI 1.06, 1.22). Discussion: Men and women who exercised had higher self-esteem scores than those who did not exercise. Those who exercised had a higher likelihood of having a positive sense of self. Conclusion First-year university students should include exercise in their activities as this is related to higher self-esteem.

SCREENING OF ANXIETY AND DEPRESSIVE DISORDERS IN MEDICAL STUDENTS

The aim of the research was to study the frequency of occurrence of anxiety and depression in first-year medical university students in the post-holiday period.Materials and methods. The study involved 70 first-year medical university students (average age 17,9 ± 1,31 years). The study was conducted as part of a periodic medical examination of participants during the first semester (in the early post-holiday period). The Hospital Anxiety and Depression Scale (HADS) was used.Results. The analysis of the answers to the questions of the HADS anxiety subscale showed that more than a third of the survey participants (38,6%) had anxiety disorders, of which more than half of the participants (51,9%) needed the advice of a clinical psychologist or psychotherapist. 21,4% of participants had a feeling of tension, 27,2% - fear, 24,3% - restless thoughts, 17,1% - inability to relax, 22,8% - internal tension or trembling, 40% - restlessness, 31,4% - panic. Analysis of answers to questions on the HADS depression subscale indicated that 22,9% of students had depressive disorders, of which more than a third (37,5%) needed the advice of a clinical psychologist or psychotherapist. 27,1% of participants had a decrease/lack of pleasure from something that used to bring positive emotions, 10% - inability to laugh, 15,7% - lack of a sense of cheerfulness, 20% - slowness, 15,7% - unwillingness to monitor their appearance, 18,6% - decreased sense of satisfaction from hobbies, 20% - decreased feelings of pleasure from a good book, radio or TV program.Conclusion. The expansion of the standard scope of periodic medical examination made it possible to screen the psycho-emotional state of students in the post-holiday period of the autumn semester and identify a risk group for the development and increase of existing anxiety-depressive disorders during the educational process, which can have an adverse effect on both the quality of life of students and the effectiveness and success of training.

Trends in Health-Risk Behaviors and Psychological Distress among Australian First-Year University Students.

University students are recognized as a high-risk population group who experience greater rates of poor health outcomes and mental ill-health. Commencing university is recognized as a major life transition, where students experience new financial, academic, environmental, and social pressures that can cause changes in their normal behaviors. This study explored trends in health-risk behaviors and psychological distress in commencing university students over four survey years. First-year undergraduate students, aged 17-24, from an Australian university were included. A secondary analysis was performed on data collected via cross-sectional surveys on four occasions (2016, 2017, 2019, 2020). Crude logistic regression models were utilized to investigate the association between meeting guidelines and survey year. Odds ratios for the pairwise comparison between each year are reported. In this analysis, 1300 (2016), 484 (2017), 456 (2019), and 571 (2020) students were included. Analyses showed two clear trends: students' probability of being at high/very high risk of psychological distress (35-55%) and consuming breakfast daily (44-55%) consistently worsened over the four survey years. These findings suggest that the odds of psychological distress and daily breakfast consumption worsened over time, whilst the proportion of students engaging in some health-risk behaviors was high, highlighting the importance of early intervention during the transition to university.

Healthy Lifestyle Behaviors Among First-Year College Students Attending a University in Mississippi

Introduction The promotion of healthy lifestyle behaviors among college students is a significant interest for public health, especially in Mississippi where 1 in 4 individuals have inadequate access to food supply. A study at a major Mississippi university found that 45% of their students reported food insecurity. More recently, research has highlighted a higher risk of unhealthy lifestyle habits among college students in the Southeastern US. Methods This study utilized a descriptive quantitative study design to survey first-year college students (n = 196) enrolled at a University in Southern Mississippi. The relationship between lifestyle and health among first-year college students was measured using the Fantastic Lifestyle Checklist. Data were analyzed utilizing bivariate analysis to determine significant correlations. Results Only 19% of the students reported eating a balanced diet regularly, while 54% reported being active less than twice a week. Although 91% of the students perceived themselves as having an overall healthy lifestyle, 79% reported feelings of sadness or depression. The Fantastic Lifestyle Checklist correlated significantly ( P < .05) with gender out of all demographic variables. Conclusions Interventions promoting healthy lifestyle behaviors should be encouraged among first-year college students who are vulnerable to contributing factors that can increase health risks. Interventions such as evaluation of risks, health promotion resources, and health promotion behavior awareness should be brought to bear in an effort to improve healthy lifestyle habits among students.

First-Year Students’ Challenges and Coping Strategies in Public and Private Universities in Osun State, Nigeria

The current study examined the challenges faced by first-year students in public and private universities in Osun State. It also examined the coping strategies of first-year students in public and private universities in the state. It further determined if any differences exist in challenges between public and private university students in the study area; it also determined differences in coping strategies between public and private university students in Osun State. These were to provide information on first-year students’ challenges and strategies for overcoming them. The research design for the study was descriptive survey research design. The study population entailed all first-year students in the public university of Obafemi Awolowo University, Ile-Ife, Osun State, and a private university, Oduduwa University, Ile-Ife, Osun State. Purposive and convenience sampling techniques were employed to select 200 respondents from the public university and 150 respondents from the private university among first-year students. A self-developed questionnaire titled First-Year Student Challenges and Coping Strategies Questionnaire (FYSCCSQ), which was comprised of four sections, was used to obtain data from the sample. The instrument was validated using face and content validity, and an Alpha Coefficient reliability of .85 was obtained. Data collected were analyzed using frequency counts, simple percentages, and inferential statistics such as independent t-tests. The results showed no significant differences in challenges between public and private first-year students with (t = .51) and no significant differences in coping strategies between public and private first-year students with (t = .268). The study concluded that first-year students in public and private universities encountered myriads of challenges (Academic, Social, Cultural, and economic), with academic challenges being the prevalent challenge, followed by social, cultural, and minor economic challenges in both public and private universities.

First semester college experiences: Associations with substance use and mental health

IntroductionSubstance use (SU) and mental health (MH) concerns often occur as students transition from high school to college and may be associated with first semester experiences. MethodsIncoming first-year college students at a U.S., predominantly white, midwestern university were recruited for an intervention study. Participants reported on substance use, mental health, and college experiences at the end of their first semester of college (n = 781; 62.9 % female, mean age = 18.06 [SD = 0.24]; 77.2 % non-Hispanic white; 84.6 % heterosexual). Data for these current analyses were cross-sectional. ResultsIdentifying as Black, Indigenous, or another Person of Color, as a sexual minority, or as female was associated with more challenging first semester experiences. Social experiences that represent more social engagement were associated with greater substance use. College experiences reflecting an easier transition were associated with fewer mental health concerns. Alcohol use moderated the relation between academic challenges and mental health with stronger associations found at greater levels of alcohol use. ConclusionsFirst semester experiences were related to student mental health and substance use, suggesting the importance of early, targeted support for students to adjust to campus life.

The Relationship Between Stressful Life Events and Depressive Symptoms in College Students: mediation by Parenting Style and Gender's Moderating Effect.

Stressful life events have a significant impact on the mental health of college students. Depression, as a prevalent psychological issue, has garnered attention in the field of college student mental health and is closely linked to it. Additionally, parenting style is identified as an important factor influencing the development of college students' mental health. Therefore, this study aims to explore the relationship between these three factors. A total of 8079 first-year college students from two medical universities in Shandong Province, China were surveyed. The Beck Depression Inventory was utilized to evaluate depressive symptoms among the college students, while the Adolescent Self-rating Life Events Checklist and the Egna Minnen Beträfande Uppfostran were employed to gather data. Subsequently, the SPSS macro program PROCESS was utilized to analyze both the mediating and moderating effects. All statistical analyses were conducted using SPSS 26.0. The study found a detection rate of 6.3% for depressive symptoms among college students. The correlation analysis of this study showed that the stressful life events of college students were significantly positively correlated with depressive symptoms (r=0.261, p< 0.01). Each dimension of parenting style was associated with depressive symptoms in different degrees and directions. At the same time, parenting styles of all sizes play a partial mediating role between stressful life events and depressive symptoms in college students, gender plays a crucial regulatory role in this mediation. Stressful life events experienced by college students have a significant impact on their mental health. Early intervention through positive parenting styles from parents may prove to be beneficial in promoting the development of good mental health among college students.

Implication of Reading Skills Proficiency in First Year Students of UM Digos College: An in Depth Perception of First Year College students

Reading remains a fundamental pillar of education, beyond mere text decoding, proficient reading unlocks the doors to critical thinking, analytical reasoning, and the ability to navigate a world saturated with information. This study explored the implications of reading skills proficiency among first-year students of UM Digos College. The study used a phenomenological descriptive research design and thematic analysis to explore the perceptions of first-year students regarding the implication of reading skills proficiency in the school, their self-assessment of reading skill proficiency, and the difficulties they experience in reading. The result found that first-year students perceive reading skills proficiency as having a positive impact on their self-efficacy, knowledge, and ability to think critically. They also reported that reading skills proficiency helps them to improve their fluency and pronunciation. However, students also reported experiencing difficulties with reading, such as time management and encountering unfamiliar words. The findings of this study suggest that it is important to promote reading skills proficiency among first-year college students. This can be done by providing students with opportunities to practice their reading skills, teaching them strategies for dealing with difficulties, and helping them to build their background knowledge.

The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students

The present study aimed at examining the role of L2 grit in the vocabulary knowledge of English major freshmen in Morocco. A hypothesized model was specified in which two correlated factors of L2 grit, namely perseverance of efforts (PE) and consistency of interest (CI), contribute to vocabulary knowledge measured in terms of vocabulary size, associations, and collocations. This model was tested against data collected from 157 first-year university students. The L2 Grit Scale was used to measure students' PE and CI in language learning. The Yes/No test was used to estimate the vocabulary size of the participants across the most frequent 5000 words in English. The Word Association Test and COLLEX Test were employed to tap into students' depth of vocabulary knowledge. The assessment of the validity of the constructs indicated that the two correlated-factor model of L2 grit was acceptable, while a single-factor model of vocabulary knowledge construct excellently fit the data. Concerning the role of L2 grit, the estimates showed that both factors, PE and CI, statistically significantly contributed to students’ vocabulary knowledge. To this end, recommendations were suggested to encourage the exploration of L2 grit in the realm of language learning, specifically vocabulary learning.

Mental health service use and barriers to help-seeking among LGBTQ+ first-year college students in Chile

This study aimed to describe university students’ use of mental health services and the barriers to help-seeking by sexual orientation and gender identity and to examine the factors related to these variables. A total of 7,136 first-year students from five Chilean universities participated. They answered an online survey on mental health service use, barriers to help-seeking, 12-month mental disorders, and sociodemographic variables. Data were analyzed using logistic and negative binomial regression models. Lesbian, gay, bisexual, trans, questioning, and other sexual and gender minority (LGBTQ+) students, especially trans and gender non-conforming participants, reported higher mental health service use than non-LGBTQ+ students. Sexual minority students were less likely to report the help-seeking barriers "prefer to handle on one’s own" and "talk with friends/family", but were more likely to report the barriers "cost", "unsure where to go", and "time, transportation, or scheduling problems". Some variables were associated with service use and barriers in both groups (e.g. lower parental education was associated with lower service use), while others were only associated with one group (e.g. non-LGBTQ+ women reported higher service use). These results suggest that initiatives aimed at promoting access to mental health services should be tailored to different subpopulations of university students.

The change in aesthetic experience and empathic concern predicts theory of mind ability: Evidence from drama improvisation training

Drama improvisation is recognized for its benefits in the Western context, particularly in enhancing performers’ social awareness and interaction skills. However, there is a gap in evidence from diverse cultural backgrounds, and few studies have examined the dynamic shifts in individuals before and after brief drama improvisation training. In this study, first-year Chinese college students not majoring in arts underwent a semester-long training encompassing six modules related to drama improvisation. The participants’ social anxiety, interpersonal sensitivity, intentional self-regulation, and aesthetic experience were measured pre- and post-training. Notably, the training was observed to reduce students’ social anxiety and elevate their flow experience—a state marked by deep concentration, pleasure, and heightened focus. The change in the flow experience and the empathic concern, predicted one’s theory of mind. These findings suggest that drama improvisation training can potentially bolster mental well-being in young adults, alter their aesthetic experiences, and enhance their socio-communicative skills, fostering creative thinking within the Chinese cultural framework.

Process Evaluation and Investigation of Cultural Adaptations for an Online Parent-Based Intervention Using a Mixed-Method Approach.

Most alcohol intervention research focuses on program efficacy, yet few studies have investigated the acceptability of a program's design and implementation to the target population or adapting existing alcohol interventions to different populations. To address these gaps in the literature, we (1) examined participant responsiveness to and implementation quality of FITSTART+, a web-app delivered parent-based alcohol intervention designed for incoming first-year college students in the United States, and (2) gathered feedback on how this intervention could be adapted to other populations of parents. A sample of U.S. parents of 17-20-year-old first-year college students (N = 109) participated in FITSTART+ during their child's first year of college and completed a survey about parents' responsiveness to the app and its quality. Next, a sample of non-U.S. parents of adolescents aged 13 to 19 (N = 44) participated in one of 11 focus groups in which they briefly explored the app and then discussed how it could be adapted to be applicable and culturally relevant for them and their context. Results revealed that U.S. parents rated the intervention's quality as high and parents were responsive to the web-app's content, but some did not visit one of the most critical aspects of the intervention (i.e., alcohol-related parenting resources). Non-U.S. participants provided a range of suggestions for adapting the intervention to their context, which varied by culture. Results identify areas for improvement, particularly regarding the use of alcohol-related parenting resources, in this intervention and for web-delivered PBIs more broadly.

Online Quantitative Literacy-Based Biology Learning towards Students' Self-Efficacy

Quantitative literacy is an important skill for biology students. During COVID-19, students had to adapt to several changes, including shifting from offline to online classes. However, not all biology content can be taught easily, especially online. Therefore, students need self-efficacy abilities. Self-efficacy was important for students to be able to make a plan for their learning. This research aimed to describe students’ self-efficacy to continue their online biology learning during COVID-19, based on their quantitative literacy skills. This study used 20-item questionnaires with four choices of statements. The biology topic chosen was plant anatomy. This research measured the score of 82 first-year college students’ self-efficacy from three aspects - magnitude, strength, and generality. Data were analyzed using descriptive statistics to measure the mean, the highest, and the lowest students’ self-efficacy scores. The result showed that the average score of students’ self-efficacy was 2.72, which means students’ self-efficacy was in the moderate category. All three aspects were also in the moderate category, with the strength aspect score being the highest at 2.76 and the magnitude aspect score being the lowest at 2.66. Based on the number of participants’ level of self-efficacy, 3% of students were in the high category, 96% were in the moderate category, and 1% were in the low category. The result showed that most of the students in this research have a moderate level of self-efficacy in online biology learning, based on quantitative literacy. This means that most of the students still must develop their self-efficacy skills to learn online quantitative lessons in biology successfully. The results also suggested that it is essential to teach students how to manage their learning behavior through the development of self-efficacy to succeed in online quantitative lessons in biology learning in the future. Keywords: literacy, online class, self-efficacy

Physiological and psychological recovery in two pure forests: interaction between perception methods and perception durations.

The forest experience is good for people's physical and mental health. However, few studies on the effects of pure forest based on the duration and way of experience on people's physical and mental recovery. In this study, we took 180 first-year college students as research objects and conducted experiments in Pinus sylvestris and Betula platyphylla and the control group of grass plot. The changes of physiological and psychological indexes of the subjects were compared by two perception methods (onsite perception, video perception) and three perception duration (10 min, 20 min, 30 min). The results indicated that: (1) Differences between the two pure forests were mainly reflected in short-term recovery of diastolic blood pressure (DBP) and long-term recovery of total mood disorder (TMD). (2) Video perception was more conducive to short-term recovery of systolic blood pressure (SBP) and diastolic blood pressure (DBP). (3) Viewing the Pinus sylvestris for 20 min in different ways was the best way to relieve stress. It is suggested that, Pinus sylvestris can be used as the rehabilitation perception material, and reasonable path length or perception time can be selected for landscape construction in future. These results can provide scientific reference for landscape design based on forest health and environmental perception.

0147 Social Jetlag and Poor Sleep Quality Predict Worse Grades in First-Year College Students

0147 Social Jetlag and Poor Sleep Quality Predict Worse Grades in First-Year College Students

English Language Lab

At the first year of students in diploma, they have ENGLISH subject to study. The most commonly used medium to express oneself is language. First-year college students can face a variety of challenges when it comes to learning practical English. So we have developed this software for the students because of this they learn the English language in better way. We have converted all there manual practicals in online so they don’t need to do any written work. And it is easy to use so the faculty can teach directly using the software.

Gender differences in depressive symptoms of first-year university students during the COVID-19 pandemic

Zusammenfassung Hintergrund Unter Studierenden sind depressive Symptome weit verbreitet, wobei weibliche Studierende häufiger davon betroffen sind als männliche. Vorherige Forschung zeigt einen Anstieg der Prävalenz depressiver Symptome in den ersten Semestern. Die COVID-19-Pandemie („coronavirus disease 2019“) könnte diesen Trend verschärft haben. Die vorliegende Studie untersucht deshalb, ob genderspezifische Unterschiede in der depressiven Symptomatik von Studienanfänger*innen während der COVID-19-Pandemie fortbestehen und ob ein Unterschied in der depressiven Symptomatik von Studienanfänger*innen und fortgeschrittenen Studierenden vorliegt. Methode Die depressive Symptomatik von Studienanfänger*innen und fortgeschrittenen Studierenden wurde mithilfe des PHQ-2 (Patient Health Questionnaire‑2) ermittelt sowie untersucht, ob ein genderspezifischer Unterschied vorliegt. Ergebnisse Depressive Symptome wiesen 30 % der Studienanfänger*innen auf. Die Prävalenz war mit 32 % bei weiblichen Studienanfängerinnen höher als bei ihren männlichen Kommilitonen (25 %). Es zeigen sich weder genderspezifische Unterschiede bei Studienanfänger*innen noch (genderspezifische) Unterschiede zwischen Studienanfänger*innen und fortgeschrittenen Studierenden. Schlussfolgerung Studierende berichteten häufig depressive Symptome, ein genderspezifischer Unterschied zeigte sich aber nicht. Sowohl bei männlichen als auch bei weiblichen Studierenden unterschied sich die Prävalenz nicht zwischen Anfangs- und fortgeschrittener Studienzeit. Frühzeitige Interventionen in der Studieneingangsphase und die Anpassung von Studienbedingungen sind in Anbetracht der hohen Prävalenz für die psychische Gesundheit Studierender wichtig.

Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning

Background: Male students’ achievements in female-dominated study programs have garnered limited research attention. This study investigates the relationship between psychology students’ perceived diversity climate and their learning outcomes in a gender-mixed computer-supported collaborative learning (CSCL) course in introductory psychology. Our main hypotheses were that the diversity climate—learning outcome relationships would be stronger for male (gender minority) than for female students (gender majority). Methods: This study used data from a large sample of university first-year students at a blended learning university ( n = 1,172, 75% female) with three points of measurement in a 9-week CSCL assignment. Findings: Moderated-mediation regression analyses confirmed that students’ perceptions of the diversity climate in their CSCL group were significantly related to gains in online learning self-efficacy among male, but not female students. Furthermore, by increasing gains in self-efficacy, climate perceptions also translated into better quiz performance among male students. Contributions: This study shows that for men perceived diversity climate is a significant determinant of their individual learning outcomes. This calls for paying more attention to the minority perspectives of males in female-dominated psychological programs to better understand why this is the case.

Examining compulsive exercise as a risk factor for eating disorder symptoms in first-year college students using a latent change score modeling approach.

Research suggests that both compulsive exercise and eating disordered behaviors increase during college. Despite strong cross-sectional associations between compulsive exercise and eating disorders, it is unknown if compulsive exercise is a variable risk factor for eating disorders or simply a correlate. It was hypothesized that increases in compulsive exercise would significantly and prospectively predict increases in overall number of eating disorder symptoms over the study period. A total of 265 first year college students who did not meet criteria for a full or subthreshold eating disorder diagnosis at Time 1 (age M = 18.15; SD = 0.42; 122 female [46%] at Time 1) completed reports of compulsive exercise and eating disorder symptoms via online questionnaires at four timepoints over the 9-month 2021-2022 academic year (76% retention rate). Hypotheses were tested using a bivariate latent change score model. Hypotheses were not supported. Change in compulsive exercise did not predict change in number of eating disorder symptoms. Change in number of eating disorder symptoms also did not predict change in compulsive exercise. Compulsive exercise did not emerge as a variable risk factor for the development of eating disorder symptoms among first year college students. The relationship between these behaviors should be investigated at different developmental timepoints, such as early adolescence, and potential third variables that may explain the observed co-occurrence should be explored. This study investigated whether increases in compulsive exercise predicted increases in number of eating disorder symptoms among first year college students. Compulsive exercise did not significantly predict number of eating disorder symptoms. Additional research is warranted to clarify the relationship between compulsive exercise and eating disorder symptoms.