Literaturnachweis - Detailanzeige
| Autor/inn/en | Owusu-Agyeman, Yaw; Mugume, Taabo |
|---|---|
| Titel | Academic Adjustment of First Year Students and Their Transition Experiences: The Moderating Effect of Social Adjustment |
| Quelle | In: Tertiary Education and Management, 29 (2023) 2, S.189-209 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Owusu-Agyeman, Yaw) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-3883 |
| DOI | 10.1007/s11233-023-09120-3 |
| Schlagwörter | College Freshmen; Student Adjustment; Student Experience; Change; Social Adjustment; Foreign Countries; Teacher Student Relationship; Peer Relationship; Electronic Learning; Intellectual Experience; Learner Engagement; Predictor Variables; South Africa |
| Abstract | Universities today are facing challenges regarding students' persistence and success especially among first year students who converge from diverse socioeconomic and cultural backgrounds and anticipate a smooth academic and social adjustment to the university setting. However, contextual and individual factors play important role in the academic and social adjustment of first year students. In order to provide an empirical explanation to this phenomenon, the current study examines the moderating effect of social adjustments on the relationship between academic adjustment and the transition experiences of first year students in a multi-campus university in South Africa. Data was gathered by way of a survey from a sample of 1538 students while the analysis was performed using bivariate correlation and hierarchical regression analysis. Results showed that while all the five academic adjustment factors evaluated demonstrated positive and significant relationship with the transition experiences of students, intellectual engagement and online engagement served as the strongest predictors of the transition experiences of first year students. The study further revealed that social adjustment significantly moderate the relationship between three academic adjustment factors (student-lecturer engagement, peer engagement and online learning) and the transition experiences of first year students. Therefore, through students' interaction with their peers and staff as well as their involvement in social and cultural activities, they enhance their academic adjustment and transition experiences. We highlight the implications of our findings in relation to theory and practice and propose ways that universities could develop structures and policies to enhance the transition experiences of first year students. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
