Patterns of success: first-year student success in multiple domains

Zanden, P.J.A.C. van der; Denessen, Eddie; Cillessen, Antonius H. N.; Meijer, Paulien C.

doi:10.1080/03075079.2018.1493097

Cited by 35 publications

(26 citation statements)

References 43 publications

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“…This implied that some students who suddenly experienced fully online education superficially adapted to the new school environment while exhibiting many mental health problems. The present results differ from a previous study that found three patterns of school success in a period with the usual education system: well-adjusted average academic achiever; average-adjusted high achiever, and low-adjusted low achiever ( 18 ), although it is difficult to compare the findings directly owing to methodological differences. Difficulty in maintaining motivation could explain the characteristics of school adaptation in students exposed to online education.…”

Section: Discussioncontrasting

confidence: 99%

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

et al. 2021

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This study aimed to clarify the adaptation features of University students exposed to fully online education during the novel coronavirus disease 2019 (COVID-19) pandemic and to identify accompanying mental health problems and predictors of school adaptation. The pandemic has forced many universities to transition rapidly to delivering online education. However, little is known about the impact of this drastic change on students' school adaptation. This cross-sectional study used an online questionnaire, including assessments of impressions of online education, study engagement, mental health, and lifestyle habits. In total, 1,259 students were assessed. The characteristics of school adaptation were analyzed by a two-step cluster analysis. The proportion of mental health problems was compared among different groups based on a cluster analysis. A logistic regression analysis was used to identify predictors of cluster membership. P-values < 0.05 were considered statistically significant. The two-step cluster analysis determined three clusters: school adaptation group, school maladaptation group, and school over-adaptation group. The last group significantly exhibited the most mental health problems. Membership of this group was significantly associated with being female (OR = 1.42; 95% CI 1.06–1.91), being older (OR = 1.21; 95% CI 1.01–1.44), those who considered online education to be less beneficial (OR = 2.17; 95% CI 1.64–2.88), shorter sleep time on weekdays (OR = 0.826; 95% CI 0.683–.998), longer sleep time on holidays (OR = 1.21; 95% CI 1.03–1.43), and worse restorative sleep (OR = 2.27; 95% CI 1.81–2.86). The results suggest that academic staff should understand distinctive features of school adaptation owing to the rapid transition of the educational system and should develop support systems to improve students' mental health. They should consider ways to incorporate online classes with their lectures to improve students' perceived benefits of online education. Additionally, educational guidance on lifestyle, such as sleep hygiene, may be necessary.

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Section: Discussioncontrasting

confidence: 99%

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

et al. 2021

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“…As for academic factors, variables that were found to be associated with students' academic adjustment were learning engagement and goal orientations (Wang et al, 2021 ), intention to drop out and academic self-efficacy (Girelli et al, 2018 ), and high school GPA and obtained credit points (van der Zanden et al, 2019 ). Considering individual factors, several other variables were found to be associated with students' academic adjustment.…”

Section: Resultsmentioning

confidence: 99%

Emotion regulation, academic buoyancy, and academic adjustment of university students within a self-determination theory framework: A systematic review

Kritikou

Giovazolias²

2022

Front. Psychol.

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IntroductionThe transition from secondary to tertiary education seems to be a stressful period for many students since they need to adjust to the new academic environment.MethodThis article is a systematic review of 4,285 articles. The aim of this review was to investigate the factors in the university environment associated with emotion regulation, academic buoyancy, and academic adjustment of tertiary students within a self-determination theory framework in combination with the nascent third wave of Positive Psychology. Forty-one articles met the inclusion criteria, all of which were rated as either good or moderate quality.ResultsThe bulk of the studies included in the systematic review reported individual factors, i.e., self-efficacy, intrinsic motivation, academic factors, i.e., intention to drop out, learning climate, and family and social factors i.e., faculty, peer, and parental autonomy support.DiscussionIn accordance with the third wave of Positive Psychology that focuses on how interpersonal and ecological factors create nurturing environments and positive institutions, the systematic review highlighted the factors that institutes should consider in order to help students adjust better to the academic environment.

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“…For each question, respondents were also given the response option "prefer not to say." Previous research has shown that students' self-reported GPAs are highly correlated with their GPAs as they appear in university records (van der Zanden et al, 2018), and students at the institution where this study took place can always view their GPA for each year of study in the institution's online student information system. Thus, students' self-report of current and first year GPA should be a reasonable proxy for academic achievement during those time periods.…”

Section: Academic Achievementmentioning

confidence: 99%

Factors Associated with University Students’ Development and Success: Insights from Senior Undergraduates

Han

Rideout

2022

cjsotl-rcacea

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In order to effectively support students’ learning and development at university, we need a better understanding of what helps undergraduate students thrive in the university environment. In this study, we surveyed 204 senior undergraduate students at a large research-intensive university in western Canada to explore factors related to thriving as a university student. We measured sense of belonging (including perceived faculty understanding, peer support, and classroom comfort), task value (students’ perceptions of the value of their course content), and academic achievement (self-reported grade point average) for students’ current year and their recollections of their first year at university. We also asked students to identify factors they considered integral to becoming a successful university learner. Both sense of belonging and perceived task value increased from first to senior year. Sense of belonging was consistently associated with academic achievement, whereas task value was associated with academic achievement in first year only. Two components of belonging (faculty understanding, classroom comfort) predicted academic achievement in first year; only one (classroom comfort) predicted academic achievement in the current year. Qualitative analysis of responses to open-ended questions identified themes in four categories as key contributors to students’ development and success: personal development, social support, course design, and university resources and opportunities. Factors related to personal development (e.g., learning to prioritize health, improving time management skills, and developing self-regulated learning skills) were identified most frequently as key components in students’ adaptation to university learning environments. Insights from this study can inform development of curricular and co-curricular strategies to better support undergraduate students’ learning and development at university.

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Patterns of success: first-year student success in multiple domains

Cited by 35 publications

References 43 publications

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

Emotion regulation, academic buoyancy, and academic adjustment of university students within a self-determination theory framework: A systematic review

Factors Associated with University Students’ Development and Success: Insights from Senior Undergraduates

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