‘I feel lost and somehow messy’: a narrative inquiry into the identity struggle of a first-year university student

Ding, Feng; Curtis, Fiona

doi:10.1080/07294360.2020.1804333

Cited by 19 publications

(9 citation statements)

References 46 publications

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“…Overall, the literature review implies that a limited number of studies have been conducted on the effectiveness of the first-year experience course in Japan compared to other countries, such as the United States (Yamada, 2012); a similar trend can be observed in other Asian countries (Ding and Curtis, 2020).…”

Section: Literature Reviewmentioning

confidence: 85%

Changes in students' learning skills through the first-year experience course: a case study over three years at a Japanese university

Sakurai

2022

JARHE

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PurposeThis study was conducted to understand students' achievements in learning and to improve the overall curriculum of the first-year experience course.Design/methodology/approachIn this study, a series of questionnaire-based surveys were conducted on students enrolled in the Introductory Seminar for Policy Science, a mandatory first-year experience course offered in the first semester (from April to July) at a university in Japan. The studies were conducted in 2015 (n = 29), 2016 (n = 29) and 2017 (n = 31).FindingsResults revealed that, regardless of the year, students deepened their understanding of policy science and gained increased confidence to explain what group works and reports are throughout the semester. In addition, students' level of worry about life at the university decreased throughout the course in all three years. A stepwise multiple regression analysis (n = 84) revealed that those students who knew what policy science was (B = 0.271) and had the confidence to write their opinions in reports (B = 0.264) more likely answered that they knew what they wanted to study over four years at the university.Originality/valueThis study revealed that the mandatory first-year experience course taught by the same instructor generated similar educational effects for different students in different years. The results elucidated the progressive effects of different components of the course, eliminating possibilities of any bias or specific characteristics of a single group of students.

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Section: Literature Reviewmentioning

confidence: 85%

Changes in students' learning skills through the first-year experience course: a case study over three years at a Japanese university

Sakurai

2022

JARHE

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“…This study concentrates on the identity negotiation of LBW university students, which is rarely mentioned in current literature. Plenty of previous studies paid attention to the identity negotiation of other student groups, such as international students ( Kiang et al, 2020 ; Zhao, 2020 ), working-class students ( Crozier et al, 2019 ), first-year students ( Allen-Collinson and Brown, 2012 ; Ding and Curtis, 2020 ), and so on. By integrating theories of identity negotiation, meaning-making capacity, and the ecology of environmental systems holistically, it embodies LBW students’ ever-changing identity negotiation process in constant interaction with the environment ( Ethier and Deaux, 1994 ) for one thing, and the role of their meaning-making capacity in mediating between the identity and the environment for another.…”

Section: Discussionmentioning

confidence: 99%

In the uncharted water: Meaning-making capacity and identity negotiation of Chinese lesbian and bisexual women

Hang

Zhang

2023

Front. Psychol.

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Chinese lesbian and bisexual women (LBW) often face difficulties and challenges on campus due to their multiple, socially-oppressed identities. These students have to navigate through uncharted environments to make meaning of their identities. In this qualitative study, by considering four environmental systems of student life, including the student club (microsystem), the university (mesosystem), families (exosystem), and society (macrosystem), we aim to explore what identity negotiation Chinese LBW students have in them and what their meaning-making capacity influence that identity negotiation. We find students experience identity security in the microsystem, identity differentiation-inclusion or inclusion in the mesosystem, and identity unpredictability-predictability or predictability in the exosystem and macrosystem. Moreover, they employ foundational, transitional (formulaic to foundational or symphonic), or symphonic meaning-making capacity to influence their identity negotiation. Suggestions are made for the university to create an inclusive climate accommodating students with different identities.

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“…Within the current study, students who were more self-compassionate were less likely to use self-blame strategies, which was associated with better sleep. As university students may use self-blame strategies for many reasons, such as when they experience poor grades ( Ding and Curtis, 2020 ), it is important to find factors that reduce this tendency. Due to the cross-sectional design of this study, future research should continue to examine whether teaching individuals how to be self-compassionate leads to better sleep quality through reducing self-blame.…”

Section: Discussionmentioning

confidence: 99%

“…Many factors, including academic, employment, and social demands increase the risk of poor sleep quality among university students ( Coveney, 2013 ; Foulkes et al, 2019 ). When a student perceives they are unable to cope with these competing demands a stress response is evoked ( Lazarus and Launier, 1978 ; Lovallo, 2015 ), which may take the form of challenging emotions such as self-blame ( Ding and Curtis, 2020 ) for events such as poor academic performance. Prolonged stress can lead to anxiety ( Miklósi et al, 2014 ) and depression ( Hammen, 2005 ) and ultimately, poor sleep quality ( Wang and Bíró, 2021 ).…”

Section: Factors Influencing Sleep Qualitymentioning

confidence: 99%

Self-compassion and sleep quality: Examining the mediating role of taking a proactive health focus and cognitive emotional regulation strategies

2021

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Sleep quality (SQ) impacts health yet many university students get poor sleep. Self-compassion (SC)—care for oneself during challenging times—is associated with SQ yet how SC has these effects is unclear. This study cross-sectionally examined whether SC is negatively related to poor SQ and whether proactive health focus and cognitive emotional regulation strategies (CERS) mediate this relationship. University students ( N = 193) self-reported SC, proactive health focus, CERS, and SQ. SC negatively associated with poor SQ ( r = −0.34) and self-blame mediated this ( b = 0.08, 95% CI [0.01, 0.16]). SC may improve SQ through reducing self-blame.

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‘I feel lost and somehow messy’: a narrative inquiry into the identity struggle of a first-year university student

Cited by 19 publications

References 46 publications

Changes in students' learning skills through the first-year experience course: a case study over three years at a Japanese university

Changes in students' learning skills through the first-year experience course: a case study over three years at a Japanese university

In the uncharted water: Meaning-making capacity and identity negotiation of Chinese lesbian and bisexual women

Self-compassion and sleep quality: Examining the mediating role of taking a proactive health focus and cognitive emotional regulation strategies

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