Academic adjustment of first year students and their transition experiences: The moderating effect of social adjustment

Owusu‐Agyeman, Yaw; Mugume, Taabo

doi:10.1007/s11233-023-09120-3

Tert Educ Manag

2023

DOI: 10.1007/s11233-023-09120-3

|View full text |Cite

Academic adjustment of first year students and their transition experiences: The moderating effect of social adjustment

Yaw Owusu‐Agyeman

Taabo Mugume

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2023

2024

Publication Types

Select...

Article5

Relationship

Self Cite0

Independent5

Authors

Journals

Cited by 8 publications

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review

Dörrenbächer-Ulrich,

Dilhuit,

Perels

2023

Curr Psychol

View full text Add to dashboard Cite

The importance of self-regulated learning (SRL) for academic learning and achievement is already well established. In terms of developing a comprehensive understanding of SRL, executive functions (EFs), which are seen as an important influential factor for learning and goal-oriented behavior, should be taken into consideration. Some authors have linked SRL and EF via metacognition (MC), which forms a fundamental component of SRL, and like EF, represents higher-level cognitive processes. Therefore, this systematic review searched education and psychology databases to determine the natural development and current state of research on the three constructs. Academic transitional periods were brought into focus because of their influence on learners’ well-being and academic achievement. An evaluation of 30 publications indicated that strong development of simple EFs occurs before the transition from preschool to primary school. Moreover, there is a decrease in the motivational component of SRL and the use of metacognitive SRL strategies during the transition from primary to secondary education but an increase in metacognitive awareness. Simple as well as complex EFs also increase during this transition, with a later developmental peak for complex EF. The transition from secondary to tertiary education is accompanied by positive developments in the cognitive and metacognitive components of SRL, with small increases for simple EFs, and larger increases for complex EFs. In conclusion, the findings suggest there is an early developmental maximum for EFs compared to SRL and MC, which supports the theory that EFs are the foundation for SRL and MC.

show abstract

Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review

Dörrenbächer-Ulrich,

Dilhuit,

Perels

2023

Curr Psychol

View full text Add to dashboard Cite

show abstract

Reading Lists as Enablers of Learning in an Immersive Block Teaching Model

Thorpe,

Honey,

Wilson

2024

New Review of Academic Librarianship

View full text Add to dashboard Cite

Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting

Chapupu,

Gatsi,

Chibhabha

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

In March 2020, universities in Zimbabwe temporarily closed and switched to remote learning to contain the spread of SARS Cov2 infections. The sudden change to distance learning gave autonomy to students to direct their own learning. To understand how the students at the University of Zimbabwe and Midlands State University adapted to emergency remote learning, focus group discussions and a self-administered questionnaire survey based on the self-regulated learning inventory were conducted to capture cognitive, motivational, and emotional aspects of anatomy learning during the COVID-19 pandemic. Thematic analysis was used to identify patterns among these students’ lived experiences. Two coders analyzed the data independently and discussed the codes to reach a consensus. The results showed that students at the two medical schools cognitively and meta-cognitively planned, executed and evaluated self-regulated strategies in different ways that suited their environments during the COVID-19 lockdown. Several factors, such as demographic location, home setting/situation, socioeconomic background and expertise in using online platforms, affected the students’ self-directed learning. Students generally adapted well to the constraints brought about by the lockdown on their anatomy learning in order to learn effectively. This study was able to highlight important self-regulated learning strategies that were implemented during COVID-19 by anatomy learners, especially those in low-income settings, and these strategies equip teachers and learners alike in preparation for similar future situations that may result in forced remote learning of anatomy.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Academic adjustment of first year students and their transition experiences: The moderating effect of social adjustment

Cited by 8 publications

References 40 publications

Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review

Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review

Reading Lists as Enablers of Learning in an Immersive Block Teaching Model

Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting

Contact Info

Product

Resources

About