First-year undergraduates' expectations and experience of university and student engagement variables were investigated to determine how these perceptions influence their student identity and overall course satisfaction. Data collected from 554 first-year undergraduates at a large private university were analyzed. Participants were given the adapted version of the Melbourne Centre for the Study of Higher Education Survey to self-report their learning experience and engagement in the university community. The results showed that, in general, the students' reasons of pursuing tertiary education were to open the door to career opportunities and skill development. Moreover, students' views on their learning and university engagement were at the moderate level. In relation to student identity and overall student satisfaction, it is encouraging to state that their perceptions of studentship and course satisfaction were rather positive. After controlling for demographics, student engagement appeared to explain more variance in student identity, whereas students' expectations and experience explained greater variance in students' overall course satisfaction. Implications for practice, limitations, and recommendation of this study are addressed.

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This study aimed to explore students’ first year experience to provide insights that may prove to be useful for institutional policy and practice. A semi-structured interview was conducted on 30 undergraduates from a private university to examine their perceptions, experiences, and attitudes towards first year experience. Themes were derived from the analysis of the transcribed interview transcripts. The results showed that in general students pursue tertiary education as it can guarantee their career prospect and intellectual development. Moreover, classroom engagement and academic staff engagement on students were less crucial in comparison to peer engagement. However, the students’ perceptions of studentship and quality of teaching were positive. Lastly, most students were satisfied with their first year experience in the university. Practical implications, recommendations and limitations for future practice are put forth

The present study investigated the relationship between internal locus of control and the perceived impact of Instagram fitspiration images on the self with media literacy as the mediating role in this relationship. This study also examined the importance of body mass index (BMI) as a moderating factor in the mediated model, where higher BMIs could weaken the relationship between internal locus of control and the perceived effect of fitspiration images mediated through media literacy. A sample of 321 Malaysian university students who were fitspiration viewers filled out a self-report questionnaire assessing internal locus of control, media literacy, perceived effect of fitspiration images on self, body satisfaction and BMI. The data analysis was performed using SPSS PROCESS macro. Results show that internal locus of control is negatively associated with the perceived impact of fitspiration images on self, mediated by media literacy. However, BMI moderates the mediated relationship such that the negative relationship between internal locus of control and the perceived effect of fitspiration images through media literacy does not exert an effect on those with high BMI. These results accentuate the value of incorporating a potential mediator and moderator into the direct relationship between internal locus of control and perceived effect of media ideals on self to provide an enhanced understanding of this process and offer practical insights about the protective role of media literacy and negative effects of high BMI.

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