The Student Perception of University Support and Structure Scale:development and validation

Wintre, Maxine Gallander; Gates, Shawn K. E.; Pancer, W. Mark; Pratt, Michael S.; Polivy, Janet; Birnie-Lefcovitch, Shelly; Adams, Gerald R.

doi:10.1080/13676260902775085

Cited by 23 publications

(3 citation statements)

References 23 publications

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“…Similarly, Sidle and McReynolds (2009) state that it is the ethical responsibility of universities to meet the psychological needs of first-year students within the faculty. Wintre et al (2009) state that the interaction between universities and students through counseling units is a binding factor in the social adjustment of students during the transition to university. Kuh (2003) emphasizes that these units are part of a "supportive campus life".…”

Section: Discussionmentioning

confidence: 99%

First year and adjustment in university life: A qualitative study to determine the needs of first year university students

Avcı

2024

EDURE

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This study was conducted to identify the adjustment needs of first-year university students during their transition to university. The first year at university is a time when students review and organize their needs, their expectations from the university, the quality of their communication with other students, academic and administrative staff, the rules and working methods of the new academic environment, and the personality traits that students bring to the university. In the first year, most university students have to deal with many stress factors such as economic difficulties, academic difficulties, loneliness and homesickness, and difficulties in establishing social relationships. Based on this information, this study aims to explore in depth the needs and experiences of first-year university students in Turkey. In this study, the case study model, which is one of the qualitative research methods, was used to determine the adjustment difficulties and first-year needs of first-year university students. The participants were asked 11 open-ended questions with a semi-structured interview form. Content analysis, which is a qualitative data analysis method, was conducted by creating themes and codes for the data obtained from the interviews. The findings from the research were discussed in the context of the literature.

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Section: Discussionmentioning

confidence: 99%

First year and adjustment in university life: A qualitative study to determine the needs of first year university students

Avcı

2024

EDURE

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“…The first part collected demographic information such as gender and year level, while the second part consisted of 21 questions related to the university's academic support services. For this study, the researchers adapted the Student Perception of University Structure and Support tool (SPUSS) developed by Wintre et al (2009). The Likert scale was adjusted, using the following scales: Not effective (1), least effective (2), effective (3), and very effective (4).…”

Section: Methodsmentioning

confidence: 99%

Evaluation of university academic support services as perceived by nursing students during COVID-19 pandemic

Alreshidi,

Alrashidi,

Pangket

et al. 2023

Int. j. adv. appl. sci.

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The outbreak of COVID-19 prompted the temporary closure of schools, leading to the implementation of online classes and the restriction of face-to-face sessions. These measures were taken in response to concerns about the potential transmission of the virus among students, which could result in increased mortality and morbidity rates. However, the introduction of online classes necessitated schools to allocate resources for this transition, leading to limitations on other academic support services provided to students. This unique and extensive disruption of school services served as the impetus for the current study, which aimed to investigate how nursing students perceived the support services offered by the school during the COVID-19 pandemic. Employing a quantitative-comparative approach and convenience sampling, data were collected from nursing students enrolled in the academic year 2021-2022, with exclusion criteria applied to those who were absent or on leave during the study's execution. The respondent pool comprised 56.90 percent of female participants, with the majority in their second year of study. Overall, the participants held an effective perception of the university's academic support during the COVID-19 outbreak, as indicated by a mean score of 2.675. Statistical analyses, including one-way ANOVA and Post Hoc Tukey HSD tests, were conducted to assess the potential influence of gender and year level on nursing students' perceptions of the academic support provided by the University of Hail. The results revealed that gender did not significantly impact students' perceptions, regardless of their year level. However, the students' year level exerted a considerable influence on their perceptions, with fourth-year students displaying significantly different views compared to those in their second and third years. In conclusion, this study demonstrates that nursing students perceived the academic support offered by the University during the COVID-19 pandemic as effective. Despite the challenges posed by the transition to online classes, the institution's support services were generally well-regarded by the participants.

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“…Scores on the ASICS were found to predict GPA and was shown to be useful for identifying students at risk academically. As another example, Wintre et al (2009) developed the Student Perception of University Support and Structure scale (SPUSS) to assess students' perceptions of academic expectations and availability of support and found that high scores on the SPUSS predicted adjustment to university.…”

Section: Predictors Of Transitionmentioning

confidence: 99%

Students’ Perspectives on Pathways to University Readiness and Adjustment

Wasylkiw

2015

Journal of Education and Training Studies

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The transition from high school to post-secondary education is often difficult for students. The literature examining factors that foster a successful transition generally focuses on previous academic achievement and/or individual differences that enable students to navigate the culture of university. Through interviews with first year university students (N =19), the present study conceptualizes student readiness as a match/mismatch between an individual's attributes and the requisites of the academic and social milieus of university. This phenomenological investigation situates the development of a work ethic as central to a successful transition to university and contributes to the limited research conducted concerning the pathways that optimize student readiness.

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The Student Perception of University Support and Structure Scale:development and validation

Cited by 23 publications

References 23 publications

First year and adjustment in university life: A qualitative study to determine the needs of first year university students

First year and adjustment in university life: A qualitative study to determine the needs of first year university students

Evaluation of university academic support services as perceived by nursing students during COVID-19 pandemic

Students’ Perspectives on Pathways to University Readiness and Adjustment

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