First-year College Research Articles

Loneliness among first-year university students: Evaluating a peer support intervention

Loneliness is a subjective feeling of isolation or lack of companionship that is distinct from anxiety and depression. Loneliness is a significant problem for students that not only affects their wellbeing but also their ability to learn at university. Using a pre-registered protocol, this study investigated the effectiveness of a peer support intervention to ease the transition of first-year students to university life and reduce loneliness. First-year Psychology students were randomly allocated to the peer support intervention (n=20) or a no-intervention control group (n=32). Self-ratings of loneliness and wellbeing were obtained at baseline and 6 months later using the UCLA Loneliness Scale Version 3 and the General Population – Clinical Outcomes in Routine Evaluation (GP-CORE) questionnaires respectively. Despite high initial levels of loneliness, both the intervention and control groups exhibited a significant reduction over time, possibly reflecting the students’ adaptability to new social settings. However, wellbeing concerns remained persistent, highlighting that loneliness and wellbeing may require distinct approaches. The peer support intervention did not produce significant improvements, calling for more structured and effective strategies. The study also faced limitations due to low participant engagement, suggesting the need for additional motivational factors to enhance uptake of the peer support intervention.

Albanian first-year university students’ knowledge and acceptance of evolution

Evolutionary theory provides the foundation for modern biology with evolution as a core concept and unifying principle. This research aimed to examine evolutionary knowledge and acceptance among first-year university students. The<b> </b>participants considered for analysis consisted of 87 students enrolled in the first-year bachelor’s in biology and biotechnology at the University of Tirana, Albania. The respondents’ average age was 18.95 ± 0.78 years, with a pronounced dominance of females (90.2%). The study used the standardized research instrument “evolution education questionnaire on acceptance and knowledge” to measure knowledge and acceptance about evolution in an international context. We employed descriptive statistics to analyze the collected data.<b> </b>The findings of research revealed that over half of the respondents, 61%, fall into the ‘<i>very low knowledge</i>’ category on evolution and none fall in the ‘<i>high knowledge</i>’ category. Only 60.9% accept evolution. The need for a revision of the evolutionary concepts and topics in the curricula, from primary school, is recommended coupled with the incorporation of philosophical dialogue into teaching practice.

Does MBTI Influence Academic Major, Academic Performance, and Career Decision-Making in Chinese First-Year University Students?

Does MBTI Influence Academic Major, Academic Performance, and Career Decision-Making in Chinese First-Year University Students?

Disaster Risk Perception and Sustainable Earthquake Awareness Among Public and Private University Nursing Students.

This research was conducted in descriptive type to determine the disaster risk perception and sustainable earthquake awareness of nursing students studying at public and private universities. The study sample consisted of 400 nursing students studying at one public and one private university. The research was conducted between April and May 2023. The data were collected using a Sociodemographic Form, University Students Disaster Risk Perception Scale (USDRPS), and Sustainable Earthquake Awareness Scale (SEAS). Data were collected online using a questionnaire created on Google Forms. Analyses included frequency, percentage, mean, standard deviation values, independent groups t-test, post-hoc Tukey test, LSD, and ANOVA test. Of the students, 61.8% had a disaster experience, 17.4% had lost a relative in the disaster, and 76.8% did not consider themselves prepared for a possible disaster. In the study, the exposure sub-dimension score of the disaster risk perception scale was found to be higher in students who had disaster experience than in those who did not (p=0.032). Nursing students from the private university had higher sustainable earthquake awareness scores than those studying at the state university (p=0.001). The mean scores of female students on the earthquake preparedness and preparation application sub-dimensions showed a significant difference compared to the scores of male students (p=0.016). In the study, sustainable earthquake awareness total and earthquake preparedness sub-dimension scores were higher in second-year nursing students than in students of other years (p=0.042; 0.015). Those who had received disaster training had low scores on the uncontrollable sub-dimension of the disaster risk perception scale, and high scores on the total SEAS and earthquake-structure relationship, earthquake preparedness, and earthquake preparation application sub-dimensions (p<0.05). In the study, three out of four students did not find themselves prepared for disasters. Those who had disaster experience had higher disaster risk perceptions. Students who had received disaster-related training had more positive earthquake preparedness, earthquake-structure relationship, and earthquake preparation applications than those who had not. Students who were female and were in the second year had higher earthquake awareness. Studies can be carried out to inform people about the pre-disaster and preparation stages to raise awareness about disasters at universities. Education on disaster management can be integrated into courses from the first years of university.

Fostering student competencies and perceptions through artificial intelligence of things educational platform

The growing demand for artificial intelligence (AI) skills across various sectors has enhanced AI-focused careers and shaped academic exploration in educational institutions. These institutions have been actively developing teaching methods that enhance practical AI applications, particularly through integrating AI with the Internet of Things (IoT), leading to the emergence of the Artificial Intelligence of Things (AIoT). This convergence promises significant advancements in AI education, addressing gaps in structured learning methods for AIoT. This study explored AIoT's application in Smart Farming (SF) and its potential to enrich AI education and sectoral advancements. The AIoT platform was designed for SF simulations, integrating environmental sensing, AI processing, and user-friendly outputs. This platform was implemented with 40 first-year computer science university students in Thailand using a one-group pre-posttest design. This approach transformed theoretical AI concepts into experiential learning through interactive activities, demonstrating AIoT's capability to increase AI conceptual understanding, trigger AI competencies, and promote positive learning perceptions. Therefore, this study presented the results as indicative of the AIoT platform's potential benefits, emphasizing the need for further robust experimental research. This study contributes to educational technology discussions by suggesting improvements in AIoT platform effectiveness and highlighting areas for future investigation.

Thriving through transitioning: unravelling the interplay of transitional challenges and adjustments into university

ABSTRACT First-year students encounter a plethora of challenges upon entering university. However, little is known about how they adjust and work through these challenges during the transition phase. This study investigates the relationships among transitional challenges, well-being, help-seeking, and students’ adjustments to the university by combining the variable- and person-centered approaches. Data were collected from 710 Hong Kong first-year university students. We employed structural equation modeling (variable-centered approach) and latent profile analysis (person-centered approach) to analyze the data. Results showed that socio-emotional challenges, academic challenges, and coping were negatively related to students’ adjustment to university. Three profiles emerged for students’ transitional challenges and adjustments: ‘maladaptive’, ‘average’, and ‘adaptive’ learners. This study underscores the significance of considering students’ perceived challenges to promote a smooth transition to university life.

English vocabulary development in the global south context

The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.

Purpose development in the context of higher education

The aim of this study was to examine the development of purpose among college students, especially in relation to experiences typical of a liberal arts education. We surveyed 1,019 students in 11 U.S. colleges and universities at two-time points over three years. At Time 1, 546 of the students were in their first year of college and 473 were in their second year or above. The survey assessed three dimensions of purpose, as well as learning experiences, advising experiences, and course types. Repeated measures mixed-effects model analyses were conducted to investigate the associations between purpose and college experiences and changes in purpose from Time 1 to Time 2. Results indicate some college experiences predict modest changes in purpose during college. However, these limited effects suggest that colleges could do more to promote students’ purpose development during college and to sustain students’ purpose after graduation.

The Role of Working Memory Capacity in L2 Vocabulary Learning Among Saudi EFL Students

Acquiring a second language (L2) involves complex cognitive processes, where working memory (WM) plays a crucial role. This study investigates the relationship between WM capacity and L2 vocabulary acquisition among 100 Saudi EFL learners, focusing on first-year university students. Utilizing the Automated Operation Span Task (AOSPAN) to measure WM capacity and a custom-designed vocabulary test, the study found significant correlations between WM capacity and vocabulary retention, immediate recall, and usage in context. The experimental group, which received WM training, outperformed the control group across all measures. These findings underscore the importance of WM in L2 vocabulary learning and suggest that WM training can enhance vocabulary acquisition. The study's implications for educational practices are discussed, highlighting the potential for integrating WM training into language curricula to support learners' vocabulary development. This research contributes to understanding cognitive factors in L2 learning and provides practical recommendations for educators to enhance vocabulary teaching strategies for learners with varying WM capacities.

Argument Matters: Helping Freshmen Present their Main Arguments

ABSTRACT Most literature courses at the tertiary level require students to write a research paper. However, due to their lack of experience and training in high school, many undergraduates fresh from high school find it difficult to meet the requirements when preparing for this assignment. Based on my experience teaching first-year university students in Hong Kong, this paper discusses students’ difficulties in formulating and presenting cogent arguments for their literature papers and ways to help remedy their problems.

Examining trajectories of nonsuicidal self-injury across the first year of university

BackgroundNonsuicidal self-injury (NSSI) is prevalent among emerging adults in post-secondary school, but little is known about change and stability in NSSI during the transition to university. Moreover, there has been limited person-centered work focusing on heterogeneity in NSSI engagement among students over time. The present study aimed to investigate the development and maintenance of NSSI across the first year of university and explore predictors of potential variability in trajectories of NSSI. MethodsThe present sample consisted of 1125 first-year university students at a large post-secondary institution (Mage = 17.96, 71 % female, 28 % male, 1 % gender diverse) who participated in a larger longitudinal study. Participants completed an online survey three times over their first year of university. Latent growth curve modeling (LGCM) in Mplus was utilized to explore different NSSI group trajectories across first year university. ResultsNSSI was prevalent among first year students (35 %). LGCM revealed one developmental trajectory; NSSI engagement decreased across the first year of university. Students who engaged in NSSI had increased difficulties with emotion regulation, lower self-compassion, and lower levels of social support compared to students who did not engage in NSSI. LimitationsThe present study may be subject to recall errors and future studies should include more gender diverse samples to increase generalization of findings. ConclusionsFindings highlight the transition to university as a peak period of vulnerability for NSSI engagement and emphasize the need for proactive university intervention efforts to mitigate risk and improve student well-being.

First Years Away From Home: Predictors of Engagement in a Self-Directed Prevention Handbook for Caregivers of Transitioning College Students

Caregiver and teen engagement in prevention programs is critical for positive outcomes, but barriers may reduce participation for those who may benefit most. Self-directed programs can reduce some barriers, but little research exists on predictors of engagement in these programs, especially those aimed at college-age youth and their caregivers. This paper describes engagement in a self-administered, paper handbook-based preventive intervention for students leaving home for their first year of college. Data are from the First Years Away from Home randomized controlled trial study. We measured four engagement outcomes: caregiver-reported initiation, caregiver- and student-reported dose, and caregiver-reported student engagement. Aim 1 was to describe caregiver and student engagement in the intervention; Aim 2 was to examine four categories of engagement predictors measured at baseline: sociodemographic, student, and caregiver factors, and caregiver–student relationship quality. Caregivers and students reported engaging with intervention materials, with 80% of caregivers and 77% of students reporting some handbook use. Most caregivers reported students as moderately to highly engaged. Some positive predictors of engagement outcomes included a positive caregiver–student relationship, greater student well-being, and caregiver disapproval of substance use. However, some were less engaged: risk factors for lower engagement included minoritized ethnicity status, student substance use, first-generation college student status, and students with poorer well-being and less positive relationships with their caregiver. Future work should examine ways to better engage families of students who may be entering college with higher levels of risk when creating and implementing interventions aimed at this developmental period.

Secondary School – Higher Education Institution Continuity on the Example of Teaching Computer Science and Information Technology

The problem of continuity at different levels of education is not new for pedagogy, teaching individual disciplines, including computer science and information technology. It is impossible not to take into account that information technologies are an independent discipline, a means through which the transformation of school and university education has been taking place in recent decades. The content of informatics at school and university should to a certain extent correspond to the level of science development and the requirements of society. The variety of digital tools and the ubiquitous availability of information create huge opportunities for their creative use within their discipline, related natural science subjects, and in various other spheres of human activity. Based on a comparative analysis, the article draws conclusions about the problems faced by both domestic and foreign specialists in the field of education. The article analyzes the strengths and weaknesses, opportunities and problems of the school and university education systems in Russia and abroad, and considers their relationship. It is substantiated that the lack of consistency and discreteness in the process of teaching computer science and information technology at school lead to a discrepancy between the training of school graduates and the requirements for the basic knowledge of first-year university students. The article presents the results of the analysis of basic curricula at school (in the field of computer science) and curricula in the preparation of future computer science teachers at the university (using the Transbaikal State University as an example). The authors analyze the results of diagnostic testing, which was conducted with first-year students of the Transbaikal State University in September 2023/2024, in order to monitor their existing knowledge and skills in the field of computer science. The article suggests ways to solve the problem of secondary school – higher education institution continuity in the field of computer science. The results of the study can be used in the preparation of future computer science teachers in higher educational institutions. Keywords: continuity of education, lifelong education, computer science and educational technologies, information competence, computer literacy

Protective Sexual Behaviors in First-Year University Students at a University in Chillán, Chile.

Protective Sexual Behaviors in First-Year University Students at a University in Chillán, Chile.

The Impact of Feedback on First-Year University Students' Writing Development: A Study at A University in Hanoi, Vietnam

This study investigates the impact of feedback on the writing development of first-year university students, employing a mixed-methods approach to provide a comprehensive analysis. The quantitative phase involved pre- and post-tests of 118 students, revealing significant improvements in coherence, clarity, grammar, and overall writing quality. The paired samples test results showed mean differences of -2.076 for coherence, -1.983 for clarity, -0.441 for grammar, and -2.119 for overall quality, all with p-values of 0.000, indicating substantial enhancements due to the feedback intervention. The qualitative phase explored students' perceptions of feedback through surveys and semi-structured interviews with 20 students. Findings indicated that detailed, constructive, and timely feedback positively influenced students' motivation, engagement, and reduced writing anxiety. Conversely, vague or overly critical feedback had detrimental effects on these aspects. This study provides valuable insights into the feedback mechanisms that best support first-year students' writing development, offering evidence-based recommendations for educators to enhance teaching strategies and improve academic outcomes.

Adjustment trade-offs and negative emotion reciprocation in adolescent-mother dyads during COVID-19

Adolescents may benefit socially from family members’ negative emotional reciprocation (e.g., having levels of concern about a certain thing that match with another family member), but excessive focus on their own anxiety can lead to negative outcomes. To date, implications of this ‘trade-off’ in adolescent-parent dyads (e.g., Rose in Child Development Perspectives 15(3):176–181 2021) for youth adjustment during the COVID-19 pandemic remain largely unexplored. During the fourth wave of COVID-19 in Hong Kong (September 2020 to April 2021), 349 first-year university students from varying socioeconomic backgrounds and following diverse study majors (T1 Madolescent age = 18.2 years, 60.3% female) and their mothers gave bi-weekly reports of COVID-related preoccupation, negative affect, and perceived relational support from their dyad partner (5183 observations over 16 assessments). Multilevel response surface analyses tested whether congruence in COVID preoccupation between mothers and adolescents predicted relationship quality and negative affect over time. Results suggested that negative emotion reciprocation had ‘trade-off’ effects for adolescents’ adjustment. Youth who matched high levels of COVID preoccupation with mothers reported the most relational support but also reported higher negative affect than youth with lower levels of COVID preoccupation. Mothers’ reported support from adolescents was not related to either mothers’ or adolescents’ preoccupation. Mothers’ negative affect was only associated with their own COVID preoccupation. Our findings suggest that adolescents may have derived some benefit from adolescent-mother negative emotion reciprocation, whereas mothers did not. The absence of trade-off effects in mothers may be linked to Chinese cultural norms of preserving the hierarchical family structure, such that the negative emotion reciprocation process in Chinese adolescent-mother dyads might be more adolescent-focused, i.e., revolving around the adolescents’ distress rather than the parents’.

The Role of Students’ Assessment Literacies in Navigating University Assessment, GenAI, and Academic Integrity

Academic integrity concerns related to students’ use of technology have renewed calls for teaching, assessment, and learning best practices, including those that involve and empower students. Empowerment is a benefit of developing students’ assessment literacies, or how students contextually understand, plan, and undertake assessment and use assessment information to monitor and progress their learning. Informed by Bandura’s (1986) social cognitive theory and reflexivity (Dewey, 1933; Schön, 1983), a qualitative exploratory case study examined first-year university students’ experiences with assessment and the development of their assessment literacies. The findings highlighted student autonomy and empowerment benefits while stressing the importance of reflexivity and assessment literacies for both students and teachers. Teaching, assessment, and learning best practices commonly suggested to promote academic honesty in the GenAI context were also evident. Accordingly, this paper explores the role of students’ assessment literacies as part of these best practices, with implications for all levels of education.Keywords: student assessment literacies, academic integrity, GenAI, student empowerment, transition to university

“A thought group is a group, not a thought!” results of a teaching intervention on complex noun phrases in Canadian EAP programs

Complex noun phrases (CNPs) are a major vehicle of academic written discourse. However, despite posing significant challenges to English language learners (ELLs), they are rarely taught in post-secondary English for Academic Purposes (EAP) programs. This article reports on a quasi-experimental study on the usefulness of explicit teaching of the structure and use of CNPs in Canadian post-secondary EAP programs for the purposes of reading comprehension. Specially designed modules on CNP structure and use were integrated into advanced reading and writing EAP courses taught to 96 first-year college and university ELLs over the course of a semester. 102 ELLs in different sections of the same courses had regular instruction without the CNP modules. Pre- and post-test scores were analyzed using a generalized linear mixed model (GLMM), and the teaching intervention was found to have a significant effect on the post-test scores in the experimental group. The relative success of the intervention is analyzed in relation to the literature on form-focused teaching interventions in reading courses. The article concludes by discussing opportunities for further integration of CNP instruction in EAP curricula.

Advancing to the academics: How did first-year Chinese undergraduates evaluate academic literature?

In the context of tertiary education, the ability to evaluate sources is of paramount importance for students’ academic reading and writing development, particularly for first-year university students who are still in the transitional stage. Some researchers have argued that Chinese students may lack critical thinking skills, including evaluation skills. However, little attention has been given to this higher-order thinking skill when it comes to first-year Chinese university students reading academic literature. Therefore, this study aimed to investigate the criteria used by 117 Chinese first-year undergraduates when evaluating academic literature and how these criteria influence their evaluation accuracy. The results revealed that students generally demonstrated the ability to distinguish reliable from unreliable academic documents by utilizing a range of evaluation criteria. Among the identified criteria, Topicality and Publication Information were prominently employed by students. Furthermore, these criteria accounted for approximately 21 % of the variance in evaluation accuracy, with Publication Information, Reference, and Data significantly predicting evaluation performance. The study also discussed the pedagogical implications of teaching academic literacy to first-year undergraduates.

Piloting PBL in a First-Year University Global Issues Class

Piloting PBL in a First-Year University Global Issues Class