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Artykuły w czasopismach na temat „First year university students”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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1

Krause, Kerri‐Lee, i Hamish Coates. "Students’ engagement in first‐year university". Assessment & Evaluation in Higher Education 33, nr 5 (12.09.2008): 493–505. http://dx.doi.org/10.1080/02602930701698892.

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Erickson, Sheri L., i Mary F. Stone. "First Year Experience Course: Insights From The First Two Years". American Journal of Business Education (AJBE) 5, nr 2 (9.02.2012): 139–48. http://dx.doi.org/10.19030/ajbe.v5i2.6816.

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Retention rates of students in a business school Freshman Year Experience (FYE) course were compared to overall University retention rates for two successive years. Slightly higher retention was experienced by the business FYE students than for the University overall. Student responses to exit survey questions were compared to retention activity to assess any potential relationships. Contrary to existing theoretical models, no significant correlations existed between measures of academic skill building and retention, and between student connectedness and retention. Significant correlation did exist between student academic expectations and intention to return.

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Parlette, Melanie, i Vivian Howard. "Pleasure Reading Among First-Year University Students". Evidence Based Library and Information Practice 5, nr 4 (17.12.2010): 53. http://dx.doi.org/10.18438/b8c61m.

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Objectives – This study examines the reading habits and experiences of first-year undergraduate students at Dalhousie University and the University of King’s College in Halifax, Nova Scotia, Canada. Methods – First-year undergraduate university students (aged 18 to 20) were recruited to take part in focus group discussions and responses were analysed to examine the following topics: (1) the role of reading in their lives, both academic and personal; (2) the development of reading habits from childhood; (3) reading engagement strategies; and (4) selection strategies. Results – This study suggests that reading for pleasure is a well-established habit amongst many first-year undergraduate students. First-year undergraduates primarily read for pleasure in order to relax but also recognize that pleasure reading can play a positive role in their academic performance, enhancing their range of background knowledge as well as their active vocabulary. Conclusions – The conclusions of this research provide recommendations for librarians and university administration to engage students and increase rates of retention in postsecondary institutions. In particular, recommendations related to the importance of pleasure reading collections, campus reading programs, book clubs, readers’ advisory services and quiet and comfortable reading areas in academic libraries are provided.

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4

Alkhateeb, Haitham M. "University Students' Conceptions of First-Year Mathematics". Psychological Reports 89, nr 1 (sierpień 2001): 41–47. http://dx.doi.org/10.2466/pr0.2001.89.1.41.

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The 1998 Crawford, Gordon, Nicholas, and Prosser Conceptions of Mathematics scale was administered to 156 first-year university students at a large public university in the midwestern United States. The scale represented fragmented and cohesive conceptions of mathematics. The reliability estimated as internal consistency had a Cronbach alpha of .80 for the fragmented scale and .87 for the cohesive scale. Factor analysis of the intercorrelations indicated the same two factors of fragmented and cohesive as in the original and other replicating studies. Students' conceptions of mathematics in this study were comparable to those reported in the original study.

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Del Puerto, L. G., C. Thoms i E. Boscarino. "Reading comprehension of first year university students". Revista Científica de la UCSA 5, nr 2 (30.08.2018): 11–25. http://dx.doi.org/10.18004/ucsa/2409-8752/2018.005(02)011-025.

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Sofo, Francesco, i Michelle Berzins. "Learning Transfer amongst First Year University Students". Journal of the World Universities Forum 1, nr 3 (2008): 89–98. http://dx.doi.org/10.18848/1835-2030/cgp/v01i03/56886.

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OZTAS, Haydar. "FIRST-YEAR UNIVERSITY STUDENTS’ MISCONCEPTIONS ABOUT DIGESTIVE". TIIKM Journal of Education 1, nr 1 (13.12.2015): 119–23. http://dx.doi.org/10.17501/je.2448-9336.1.1115.

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Wiener, C., T. Radnai i P. Tasnádi. "Investigation of first-year university students’ performance". Journal of Physics: Conference Series 1929, nr 1 (1.05.2021): 012089. http://dx.doi.org/10.1088/1742-6596/1929/1/012089.

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Ventä, Irja, Ani Lakoma, Sauli Haahtela, Jaakko Peltola, Pekka Ylipaavalniemi i Lauri Turtola. "Oral piercings among first-year university students". Oral Surgery, Oral Medicine, Oral Pathology, Oral Radiology, and Endodontology 99, nr 5 (maj 2005): 546–49. http://dx.doi.org/10.1016/j.tripleo.2004.08.015.

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Lynch, D. P. "Oral Piercings Among First-Year University Students". Yearbook of Dentistry 2006 (styczeń 2006): 211–12. http://dx.doi.org/10.1016/s0084-3717(08)70169-7.

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ALKHATEEB, HAITHAM M. "UNIVERSITY STUDENTS' CONCEPTIONS OF FIRST-YEAR MATHEMATICS". Psychological Reports 89, nr 5 (2001): 41. http://dx.doi.org/10.2466/pr0.89.5.41-47.

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Saveleva, A. E., i N. R. Khakimova. "Structure of Tolerance in First-Year University Students". Bulletin of Kemerovo State University 22, nr 4 (5.01.2021): 1008–17. http://dx.doi.org/10.21603/2078-8975-2020-22-4-1008-1017.

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This study featured types and components of tolerance in students that majored in social science, natural science, and humanities. The paper focuses on various definitions of this term and its regional specifics. The obtained data underwent a correlation analysis, Student's t-test for independent samples, and a content analysis. The sample consisted of 91 people aged 18–21 (33 % male). The methods of primary data collection included the Index of Tolerance questionnaire developed by G. U. Soldatova, O. A. Kravtsova, O. E. Khukhlaeva, and L. A. Shaigerova; the Questionnaire of Communicative Tolerance by V. V. Boyko; the Homophobia Index Questionnaire by V. V. Hudson and V. A. Rickets; the Types and Components of Tolerance vs. Intolerance by G. L. Bardier; and a sentence competition test. The interpersonal component of tolerance had the highest mean score among other components, regardless of the major. The article highlights the way humanities degree students see tolerance. The results can be used in training programs that adapt students to the multicultural environment of the university.

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Saveleva, A. E., i N. R. Khakimova. "Structure of Tolerance in First-Year University Students". Bulletin of Kemerovo State University 22, nr 4 (5.01.2021): 1008–17. http://dx.doi.org/10.21603/2078-8975-2020-22-4-1008-1017.

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This study featured types and components of tolerance in students that majored in social science, natural science, and humanities. The paper focuses on various definitions of this term and its regional specifics. The obtained data underwent a correlation analysis, Student's t-test for independent samples, and a content analysis. The sample consisted of 91 people aged 18–21 (33 % male). The methods of primary data collection included the Index of Tolerance questionnaire developed by G. U. Soldatova, O. A. Kravtsova, O. E. Khukhlaeva, and L. A. Shaigerova; the Questionnaire of Communicative Tolerance by V. V. Boyko; the Homophobia Index Questionnaire by V. V. Hudson and V. A. Rickets; the Types and Components of Tolerance vs. Intolerance by G. L. Bardier; and a sentence competition test. The interpersonal component of tolerance had the highest mean score among other components, regardless of the major. The article highlights the way humanities degree students see tolerance. The results can be used in training programs that adapt students to the multicultural environment of the university.

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Schmidt, Anthony. "International Students in First-Year Writing". Journal of International Students 9, nr 3 (15.08.2019): 929–32. http://dx.doi.org/10.32674/jis.v0i0.907.

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International Students in First-Year Writing: A Journey Through Socio-Academic Space describes the lived experiences of ten international students enrolled in a first-year writing (FYW) course at an American university.

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Shkutina, L., K. Polupan i T. Smagulova. "Features of adaptation of first-year students to the conditions of study at the university". Bulletin of the Karaganda University. Pedagogy series 100, nr 4 (28.12.2020): 85–91. http://dx.doi.org/10.31489/2020ped4/85-91.

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The article is devoted to the problem of adaptation of first-year students to the conditions of development of educational programs at the University. The article deals with the problems of students' adaptation to higher education. It describes the difficulties that students have during their studies. The authors consider the im-portance of developing the level of adaptation from school, thereby preparing future students for the new sys-tem in advance. A research was conducted to determine the level of adaptation of students of the pedagogical faculty of the specialty «Preschool education and upbringing» E.A. Buketov of Karaganda University. The results of the study showed that the problem of adaptation of first-year students is one of the most im-portant problems and is still a traditional subject of discussion, and as such, adaptation is the foundation of training in junior courses. Students enter the student team, develop skills and abilities of rational organization of mental activity, realize the vocation to the chosen profession develops an optimal mode of work, also adapts to the teaching staff. Based on the results of the study, conclusions were drawn and recommendations were developed to speed up the process students’ adaptation to the system of education in higher education

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16

ALKHATEEB, HAITHAM M. "UNIVERSITY STUDENTS' APPROACHES TO LEARNING FIRST-YEAR MATHEMATICS". Psychological Reports 93, nr 7 (2003): 851. http://dx.doi.org/10.2466/pr0.93.7.851-854.

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Nizonkiza, Déogratias, Tobie Van Dyk i Henk Louw. "First-year university students’ productive knowledge of collocations". Stellenbosch Papers in Linguistics Plus 42 (13.01.2014): 165. http://dx.doi.org/10.5842/42-0-143.

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Silva, Elise, Jessica Green i Cole Walker. "Source evaluation behaviours of first-year university students". Journal of Information Literacy 12, nr 2 (4.12.2018): 24. http://dx.doi.org/10.11645/12.2.2512.

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Researchers at Brigham Young University studied first-year students’ information evaluation behaviours of open-access, popular news-based, non-academic source material on a variety of subjects. Using think-aloud protocols and screen-recording, researchers coded most and least used evaluation behaviours. Students most used an article’s sources, previous experience with the source or subject matter, or a bias judgement to decide whether the source was reliable. Researchers also compared what students said was important when evaluating information vs. what behaviours students actually exhibited and found significant differences between the two. Namely, students did not think their previous experience or bias judgement affected the way they assessed sources; however, both behaviours played prominently in their observed source evaluation techniques across the study.

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19

Aini, F. Q., Z. Fitriza, F. Gazali i Mawardi. "First-year university students’ understanding of chemical equilibrium". Journal of Physics: Conference Series 1280 (listopad 2019): 032018. http://dx.doi.org/10.1088/1742-6596/1280/3/032018.

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Alkhateeb, Haitham M. "University Students' Approaches to Learning First-Year Mathematics". Psychological Reports 93, nr 3 (grudzień 2003): 851–54. http://dx.doi.org/10.2466/pr0.2003.93.3.851.

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This study assessed reliability and validity of the Approaches to Learning Mathematics Questionnaire, for 218 university students. The study also identified the relationship between subscales. Internal consistency as Cronbach alpha was .77 for the Surface Approach to Learning scale and .88 for the Deep Approach to Learning scale. Principal components analysis yielded a two-factor solution accounting for only 34.6% of variance. The factors were interpreted as Surface Approach and Deep Approach to learning mathematics, as in Australia. The former subscale scores were negatively correlated –.2 with the latter subscale scores.

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Ben-Avie, Michael, Marianne Kennedy, Christine Unson, Jinhong Li, Richard L. Riccardi i Raymond Mugno. "First-Year Experience:". Journal of Assessment and Institutional Effectiveness 2, nr 2 (1.08.2012): 143–70. http://dx.doi.org/10.5325/jasseinsteffe.2.2.143.

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Abstract In 2007 Southern Connecticut State University initiated a comprehensive First-Year Experience program to promote student engagement, improve academic competencies, and boost retention rates. The program included a revamped orientation, mandatory learning communities, increased academic support, and increased campus involvement. While all students participated in these components, only 50 percent of students were enrolled in a first-year seminar. Seminar participants demonstrated significantly higher rates of retention, higher GPAs, and more credits earned than nonseminar students. These effects were still evident after three years. This study identified a psychological-educational factor—future orientation—as an important factor for explaining the difference in outcomes.

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Karpovich, I. A. "Teaching First-Year Students: Literature Review". Uchenye zapiski St. Petersburg University of Management Technologies and Economics, nr 3 (12.10.2021): 5–10. http://dx.doi.org/10.35854/2541-8106-2021-3-5-10.

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The effectiveness of university academic process depends on how quickly and effectively a first-year student overcomes the challenges of the induction process. Creating conditions for the successful induction of students in the educational process is one of the priorities of higher education. This paper focuses on the literature review devoted to the main directions of current scientific research on the problem of adaptation of first-year students.

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23

Mazumder, Quamrul H., i Mary Jo Finney. "Fostering Passion Among First Year Engineering Students". American Journal of Engineering Education (AJEE) 1, nr 1 (1.12.2010): 21–34. http://dx.doi.org/10.19030/ajee.v1i1.789.

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Engineering is a complex field of study. Declining enrollment in engineering programs in the United States is of concern and understanding the various factors that contribute to this decline is in order. Fostering a higher level of student engagement with the content may foster passion towards engineering which could increase academic competency as well as sustained interest in remaining in the profession. This study examined the role of passion toward engineering content on students’ overall academic performance in an introductory course taught to university and high school students. A pre-test, post-test, weekly surveys and periodic classroom observation measured levels of passion in the student, classmates, and professor. Mid-semester feedback prompted the professor to adjust his teaching for the purpose of infusing greater student passion towards the content. Results suggest that student passion in both settings fluctuated widely from week to week perhaps due to variable interest in the specific topic. Overall, high school students’ level of passion remained more stable than that of university students and they performed better academically. Among university students, higher passion was not linked to higher academic performance. Professor’s passion was highly valued by students though it did not increase their own passion.

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Kim, Sunyoung. "Factors Affecting College Adjustment of First Year Students". Korean Society of Culture and Convergence 45, nr 1 (31.01.2023): 135–48. http://dx.doi.org/10.33645/cnc.2023.01.45.01.135.

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The purpose of this study is to investigate the factors influencing the college adjustment of freshmen who have been through the COVID-19 pandemic, and develop strategies for improving academic programs. The results indicated that the factors influencing college adjustment were high school type, academic major, college dropout plan, and sense of belonging to the university. Specifically, students who wanted their major as their top priority showed higher adjustment to college life than students whose major was undetermined, and students who did not plan to drop out showed higher adjustment to college life than students who planned to drop out. In addition, it was analyzed that the more they felt a sense of belonging to the university, the better they adjusted to college life. In particular, the sense of belonging to the university was found to be the most influential factors affecting college adjustment. This study suggested that it is necessary to establish a support system(e.g., FYE) and expand various programs to help students.

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Holdaway, Edward A., i Karen R. Kelloway. "First Year at University: Perceptions and Experiences of Students". Canadian Journal of Higher Education 17, nr 1 (30.04.1987): 47–63. http://dx.doi.org/10.47678/cjhe.v17i1.183008.

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This study was initiated by concerns in the literature over freshman students and by the need to know more about students' perceptions of their university experience. In 1984, all 937 first-year students in the Faculties of Arts, Business, Education, Engineering, and Science who had come directly to the University of Alberta from high school were asked about their university experiences and the transition from high school. Family members, the University's reputation, and the University's proximity exerted the greatest influence upon the decision to attend. Preparation for an interesting career, obtaining a well-paying job, and learning about topics of special interest were the most important goals associated with their programs. Students considered that they were best prepared in reading skills, listening skills, and taking notes, and least well prepared in budgeting time, library skills, and study skills. Most assessed that they were working considerably harder than at high school, and many said that high school had not adequately prepared them for university. The greatest need to adjust occurred in amount of work, stress, difficulty of work, and methods of instruction. Students varied considerably in the extent to which their expectations were met and the time taken to feel "at ease."

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YAMASHITA, Masako, Tsunekazu KIJIMA i Izuru NOSE. "Misconceptions about modern psychology among first-year university students:". Proceedings of the Annual Convention of the Japanese Psychological Association 74 (20.09.2010): 1PM144. http://dx.doi.org/10.4992/pacjpa.74.0_1pm144.

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Do, Eun Young, i Yeon Ran Hong. "Factors Influencing Life Satisfaction of First Year University Students". Journal of Health Informatics and Statistics 46, nr 4 (30.11.2021): 442–49. http://dx.doi.org/10.21032/jhis.2021.46.4.442.

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Objectives: The purpose of this study was to investigate the influence of psychosocial factors and addiction-related factors on the life satisfaction of college freshmen.Methods: This study used the data of 212 first-year college students from the survey on the actual condition of addiction conducted by the B Addiction Management Integrated Support Center in G Metropolitan City in 2017.Results: Life satisfaction of college students was found to have an inverse correlation with smartphone addiction and depression, and there was a correlation between life satisfaction and social support. As a result of analyzing the variables affecting the life satisfaction of freshmen in college, social support, school life satisfaction, depression, economic level, and smartphone addiction were in the following order.Conclusions: It is necessary to develop various interventions and related programs for the prevention of problems related to psychosocial and addiction issues in order to improve life satisfaction of university freshmen.

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Walker, Sue, Joanne Brownlee, Sandra Lennox, Beryl Exley, Kerry Howells i Fiona Cocker. "Understanding first year university students: personal epistemology and learning". Teaching Education 20, nr 3 (15.07.2009): 243–56. http://dx.doi.org/10.1080/10476210802559350.

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Bezuidenhout, Jan. "First‐year university students’ understanding of rate of change". International Journal of Mathematical Education in Science and Technology 29, nr 3 (maj 1998): 389–99. http://dx.doi.org/10.1080/0020739980290309.

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Garvin, J. W., A. C. Butcher, L. A. J. Stefani, V. N. Tariq, M. H. R. Lewis, N. L. Blumson, R. N. Govier i J. A. Hill. "Group Projects for First-year University Students: an evaluation". Assessment & Evaluation in Higher Education 20, nr 3 (grudzień 1995): 273–88. http://dx.doi.org/10.1080/0260293950200304.

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Jacobs, Glenda. "Word usage misconceptions among first‐year university physics students". International Journal of Science Education 11, nr 4 (październik 1989): 395–99. http://dx.doi.org/10.1080/0950069890110404.

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Koch, Franziska D., Andrea Dirsch-Weigand, Malte Awolin, Rebecca J. Pinkelman i Manfred J. Hampe. "Motivating first-year university students by interdisciplinary study projects". European Journal of Engineering Education 42, nr 1 (7.06.2016): 17–31. http://dx.doi.org/10.1080/03043797.2016.1193126.

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Shepherd, Mary D., Annie Selden i John Selden. "University Students' Reading of Their First-Year Mathematics Textbooks". Mathematical Thinking and Learning 14, nr 3 (lipiec 2012): 226–56. http://dx.doi.org/10.1080/10986065.2012.682959.

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Mudhovozi, Pilot. "Social and Academic Adjustment of First-Year University Students". Journal of Social Sciences 33, nr 2 (listopad 2012): 251–59. http://dx.doi.org/10.1080/09718923.2012.11893103.

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Clinciu, Aurel Ion. "Adaptation and Stress for the First Year University Students". Procedia - Social and Behavioral Sciences 78 (maj 2013): 718–22. http://dx.doi.org/10.1016/j.sbspro.2013.04.382.

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Alexey Vladimirovich, Lebedev, Rubanovich Viktor Borisovich, Aizman Nina Igorevna i Aizman Roman Idelevich. "MORPHOFUNCTIONAL FEATURES OF FIRST-YEAR STUDENTS OF PEDAGOGICAL UNIVERSITY". Novosibirsk State Pedagogical University Bulletin 4, nr 1 (luty 2014): 128–41. http://dx.doi.org/10.15293/2226-3365.1401.11.

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Abd Bukaiei, Nafez A. "Metamemory and Cognitive Flexibility among First-year University Students". Journal of Educational & Psychological Sciences 14, nr 03 (3.09.2013): 329–58. http://dx.doi.org/10.12785/jeps/140312.

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Cortés-Pascual, P. A., J. Cano-Escoriaza i S. Orejudo. "The work values of first year Spanish university students". Higher Education 68, nr 5 (27.03.2014): 733–47. http://dx.doi.org/10.1007/s10734-014-9741-1.

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Cherian, Varghese Iepen, i Lily Cherian. "University Students' Adjustment Problems". Psychological Reports 82, nr 3_suppl (czerwiec 1998): 1135–38. http://dx.doi.org/10.2466/pr0.1998.82.3c.1135.

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Considerable information is available on the adjustment problems of first-year university students in developed countries, but comparatively little is known about such problems in Asia and Africa. This study of a representative sample of 1257 first-year students conducted at the University of the North showed that 33 to 85% of the first-year students experienced various adjustment problems.

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Joosten, Stef, Klaas Van Den Berg i Gerrit Van Der Hoeven. "Teaching functional programming to first-year students". Journal of Functional Programming 3, nr 1 (styczeń 1993): 49–65. http://dx.doi.org/10.1017/s0956796800000599.

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AbstractIn the period 1986–1991, experiments have been carried out with an introductory course in computer programming, based on functional programming. Due to thorough educational design and evaluation, a successful course has been developed. This has led to a revision of the computer programming education in the first year of the computer science curriculum at the University of Twente.This article describes the approach, the aim of the computer programming course, the outline and subject matter of the course, and the evaluation. Educational research has been done to assess the quality of the course.

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Starosta, Volodymyr, i Olena Popadych. "The motivation to study of first-year students". Ukrainian Journal of Educational Studies and Information Technology 7, nr 2 (27.06.2019): 28–36. http://dx.doi.org/10.32919/uesit.2019.02.04.

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The problem of motivating an individual to be active in the society is always relevant in different fields of science, since the availability of appropriate motives determines appropriate response of each person. The purposeful formation of students’ study and professional motivation is one of the main tasks in higher education, and identifying different aspects of such motivation in first-year students gives an opportunity to have feedback and improve the living conditions of young people. In this article it has been established that student’s educational motivation can be considered as a complex system of factors and motives (goals, needs, interests, tendencies, successes, etc.) that are constantly changing and are mutually influential; it makes students acquire knowledge, development and develop their abilities, skills, personal qualities, a positive attitude to their future profession and the world around. The purpose of this work is to study the indicators and peculiarities of the motivation to study of first-year students. At this stage, among the main tasks is the determination of indicators and dynamics of motivation of first-year students at the classical university based on the example of the Uzhhorod National University using the results an electronic questionnaire for first-year students. The article reveals a peculiarity of students’ motivation to study, which lies in the fact that it is not only polimotivated, but also one of the important results of the adaptation process (that is, the process and result of adaptation as a factor of motivation) and at the same time one of the mechanisms/factors of adaptation of young people to the educational process in higher education. The Empirical research proves that at the university, the majority of students (over 70%) have optimal motivational complexes during all the academic years under research, which contributes to successful professional training. There is also a general tendency for both the university as a whole and for most faculties, namely higher indicators of internal and external positive motivation in comparison with indicators of external negative motivation.

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Jorge, Jorge, Ana Braga i António Queirós. "Changes in Myopia Prevalence among First-Year University Students in 12 Years". Optometry and Vision Science 93, nr 10 (październik 2016): 1262–67. http://dx.doi.org/10.1097/opx.0000000000000926.

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Dube, Nomzamo, Siphamandla Nyambo, Nkosiyazi K. Kanjiri i Vongai S. Ruzungunde. "First-year Students’ University and Programme Selection at a South African University:". International Journal of African Higher Education 9, nr 2 (13.07.2022): 80–101. http://dx.doi.org/10.6017/ijahe.v9i2.15373.

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Higher education is a tool for social and economic development as well as global competitiveness. It is thus crucial for students to make informed decisions when enrolling at university and, ultimately, deciding what career to pursue. This article offers insights into the factors that influence students’ selection of a university and programme, focusing on students at a historically disadvantaged university in the Eastern Cape, South Africa. Data was gathered by means of qualitative focus groups and convenient sampling was employed to select the sample from a population of first-year students. The findings indicate that residential proximity to the university, the university’s reputation, programme image, entry requirements, affordability and funding influence university selection. With regard to programme selection, the factors considered include background dynamics, the subjects involved, failure to meet the requirements, family, peer or the influence of others, failure to be selected for first choice programmes, a lack of career guidance and funding availability. It was thus found that university selection was principally influenced by the student’s informed choice while programme selection was largely influenced by external factors. Key words: University, programme, selection, students, higher education

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Busse, Vera. "Why do first-year students of German lose motivation during their first year at university?" Studies in Higher Education 38, nr 7 (wrzesień 2013): 951–71. http://dx.doi.org/10.1080/03075079.2011.602667.

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Soriano, Norma M. "Common Errors Committed in Written English Composition by the First Year College Students of Cagayan State University". Scholars Journal of Arts, Humanities and Social Sciences 4, nr 6 (czerwiec 2016): 727–37. http://dx.doi.org/10.21276/sjahss.2016.4.6.17.

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Trukhmanova, S. L., L. I. Netrebin, A. O. Stelmashchuk, O. I. Trukhmanova i Sahu Bikash Chandra. "Tobacco smoking among first-year students of the medical university". Reports of Vinnytsia National Medical University 22, nr 4 (28.12.2018): 730–36. http://dx.doi.org/10.31393/reports-vnmedical-2018-22(4)-28.

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According to the World Health Organization, 5.4 million people die each year from smoking. The problem of smoking has become prevalent among young people, including high school students and university students, including medical students. The purpose of the work is to analyze the state of smoking among the medical workers of Ukraine, students of medical universities and attitudes to smoking of students of the 1st course of National Pirogov Memorial Medical University, Vinnytsya based on the results of a sociological survey of 2017, to identify measures to reduce tobacco use. In 2017, a sociological survey of doctors and first-year students of the National Pirogov Memorial Medical University, Vinnytsya was done. It has been established that the problem of tobacco smoking is already relevant from the 1st year of study at a medical university: among Ukrainian 1st year students more than one fifth of the total number of smokers among 1st year foreign students the habit of tobacco smoking is formed in more than 38% of first-year students. The overwhelming number of medical students began to use tobacco at the age of 16-17 years. For more than 30% of Ukrainian respondents and almost 70% of foreigners, the main factor that prompted tobacco smoking was the influence of a company of friends, but more than 60% of respondents consider stress to be the main reason for starting smoking. Following the example of parents, 37% of Ukrainian and 22% of foreign students began to smoke. Almost all medical students are aware of the dangers of smoking. At the moment, 13% of Ukrainian and 7% of foreign students believe that the habit of tobacco reduces respect for them and the school. The majority of Ukrainian students (70%) and 43.75% of foreign students who smoke reported that they have a goal to get rid of their bad habit in the near future. According to the results of a sociological survey, anti-tobacco measures were proposed. At the moment, 13% of Ukrainian and 7% of foreign students believe that the habit of tobacco reduces respect for them in school. The majority of Ukrainian students (70%) and 43.75% of foreign students, smoke, noticed, with the aim to get rid of the bad habit in the near future. Thus, smoking is common among first-year medical students; anti-tobacco activities should be part of a preventive comprehensive program and form the basis of a healthy lifestyle.

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Трухан, Н. С., i Л. В. Мамедова. "Adaptation of first year students". Management of Education, nr 7(53) (30.08.2022): 267–75. http://dx.doi.org/10.25726/b9553-3805-6569-r.

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В научной литературе к проблемам, связанным с социально-психологической адаптацией студентов к условиям вуза, вопросы, связанные с определением психологических детерминант этого процесса изучены пока явно недостаточно. Вместе с тем, комплексная оценка факторов, определяющих успешность процесса адаптации студентов к условиям образовательного учреждения, позволяет прогнозировать возможные трудности адаптации и построить систему их профилактики, а также оказания своевременной психолого-педагогической помощи студентам. Социально-психологическая адаптация студентов представляет собой нетривиальный процесс, находящийся под влиянием многих факторов. Исследование факторов, оказывающих влияние на адаптивность студентов является не только научно востребованной темой, но и представляет практический интерес, ведь полученные знания можно использовать для прогнозирования и оказания влияния на процесс адаптации студентов. В данной статье нами был рассмотрен процесс адаптации студентов первого курса в государственном бюджетном профессиональном образовательном учреждении Республики Саха (Якутия) «Нерюнгринский медицинский колледж» Республика Саха (Якутия), г. Нерюнгри. Описана опытноэкспериментальная работа со студентами первого курса Нерюнгринского медицинского колледжа в г. Нерюнгри. По результатам первичной диагностики и обобщения педагогического опыта практиков образования РФ и РС (Я) нами было составлено календарно-тематическое планирование, в котором была отражена система тренинговых занятий. Данная система тренинговых занятий была создана с целью создания условий для успешной адаптации студентов первокурсников Нерюнгринского медицинского колледжа. Мы описали результаты констатирующего эксперимента, подтверждающие эффективность составленных и апробированных нами тренинговых занятий. In the scientific literature, the problems associated with the socio-psychological adaptation of students to the conditions of the university, the issues related to the definition of the psychological determinants of this process, have not yet been studied clearly enough. At the same time, a comprehensive assessment of the factors that determine the success of the process of students' adaptation to the conditions of an educational institution makes it possible to predict possible adaptation difficulties and build a system for their prevention, as well as providing timely psychological and pedagogical assistance to students. Socio-psychological adaptation of students is a non-trivial process, influenced by many factors. The study of factors influencing the adaptability of students is not only a scientifically demanded topic, but also of practical interest, because the knowledge gained can be used to predict and influence the process of students' adaptation. In this article, we have considered the process of adaptation of first-year students in the state budgetary professional educational institution of the Republic of Sakha (Yakutia) "Neryungri Medical College" Republic of Sakha (Yakutia), Neryungri. Experimental work with first-year students of the Neryungri Medical College in the city of Neryungri is described. Based on the results of the primary diagnostics and generalization of the pedagogical experience of the educational practitioners of the Russian Federation and the RS (Y), we compiled a calendar-thematic planning, which reflected the system of training sessions. This system of training sessions was created in order to create conditions for the successful adaptation of first-year students of the Neryungri Medical College. We described the results of the ascertaining experiment, confirming the effectiveness of the training sessions compiled and tested by us.

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Nyar, Annsilla. "The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students". Journal for Students Affairs in Africa 9, nr 1 (31.05.2021): 77–92. http://dx.doi.org/10.24085/jsaa.v9i1.1429.

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While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.

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Kozyreva, O. A. "FIRST-YEAR STUDENTS’ SATISFACTION WITH EDUCATIONAL AND PROFESSIONAL ACTIVITIES". Pedagogical IMAGE 15, nr 2 (2021): 160–68. http://dx.doi.org/10.32343/2409-5052-2021-15-2-160-168.

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Introduction. The paper focuses on the study on satisfaction of fi rst-year students of the Pedagogical University with the educational and professional activities. The study aims to examine the satisfaction of first-year students with the educational and professional activities carried out by the Volgograd State Social and Pedagogical University (VSSPU). Materials and methods. The method of analytical benchmarking was applied to identify a lack of studies on the satisfaction of first-year students of the Pedagogical University with the educational and professional activities during the pandemic. The questionnaire “Satisfaction with educational activities” by L. V. Mishchenko was employed. The results of the study. The paper presents the results of empirical research. The findings indicate the average values of first-year students’ satisfaction on the following scales “satisfaction with the teaching and learning process”, “satisfaction with the educational process”, “satisfaction with the chosen profession”, “satisfaction with relationships with classmates”, “satisfaction with interaction with teachers”, “satisfaction with life, leisure, budget, health” and the scale “Overall satisfaction”. Conclusion. The study demonstrates that the educational and professional activity of first-year students of the Faculty of Social and Correctional Pedagogy of VSSPU during the pandemic is characterized by a positive emotional and evaluative attitude. In the context of a mixed format of education during the pandemic, the VSSPU was able to ensure the high quality of the teaching and learning process and the psychological well-being of its participants. Keywords: educational and professional activity, students, University

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Malau-Aduli, Bunmi S., Mary D. Adu, Faith Alele, Karina Jones, Aaron Drovandi, Martina Mylrea, Kornelija Sfera, Simone Ross i Ernest Jennings. "Adjusting to university: Perceptions of first-year health professions students". PLOS ONE 16, nr 5 (25.05.2021): e0251634. http://dx.doi.org/10.1371/journal.pone.0251634.

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Background The transition experience into university can be challenging for health profession students as they are required to rapidly learn diverse and adaptable problem solving skills and advanced reflective thinking processes which are necessary to address complex patient-care problems, particularly in the face of uncertainty within a dynamic and rapidly evolving learning environment. Methods A mixed-methods study was conducted to identify factors influencing this transition for first-year medical, dental, and pharmacy students at a regional Australian university. The Student Adaption to College Questionnaire (SACQ) examined participants’ levels of adjustment to university, while Schlossberg’s 4 S transition model was utilised in a framework analysis of the focus group and interview responses. Results Complete survey responses were obtained from 198 students, 17 of whom also participated in focus group discussions or interviews. Mean adjustment ratings obtained from the SACQ responses were academic (6.09 ± 1.3) personal-emotional (5.53 ± 1.55), social (6.30 ± 1.38), and institutional attachment (6.96 ± 1.6). These results indicate that the personal and emotional aspects of this transition were more challenging for the students. Analysis of the qualitative data revealed that generally, for these highly motivated health-professions students, dropping out of university was not an option and this had a positive influence on their ability to adjust to their new learning environment. Nonetheless, the transition involved role change; school-leavers were excited about their newly found independence, while for mature-aged students, returning to university allowed them to pursue their lifelong dreams. Adjustment was more challenging for international, mature-aged and female students, with personal and social factors influencing the transition for each of these demographic groups. Conclusions To facilitate smooth transition into university, tertiary education institutions must consider tailored on-going support strategies that promote social interaction among students with varied backgrounds and personal characteristics.

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