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Journal articles on the topic 'First year university students'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Krause, Kerri‐Lee, and Hamish Coates. "Students’ engagement in first‐year university." Assessment & Evaluation in Higher Education 33, no. 5 (September 12, 2008): 493–505. http://dx.doi.org/10.1080/02602930701698892.

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2

Erickson, Sheri L., and Mary F. Stone. "First Year Experience Course: Insights From The First Two Years." American Journal of Business Education (AJBE) 5, no. 2 (February 9, 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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3

Parlette, Melanie, and Vivian Howard. "Pleasure Reading Among First-Year University Students." Evidence Based Library and Information Practice 5, no. 4 (December 17, 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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Alkhateeb, Haitham M. "University Students' Conceptions of First-Year Mathematics." Psychological Reports 89, no. 1 (August 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, and E. Boscarino. "Reading comprehension of first year university students." Revista Científica de la UCSA 5, no. 2 (August 30, 2018): 11–25. http://dx.doi.org/10.18004/ucsa/2409-8752/2018.005(02)011-025.

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6

Sofo, Francesco, and Michelle Berzins. "Learning Transfer amongst First Year University Students." Journal of the World Universities Forum 1, no. 3 (2008): 89–98. http://dx.doi.org/10.18848/1835-2030/cgp/v01i03/56886.

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7

OZTAS, Haydar. "FIRST-YEAR UNIVERSITY STUDENTS’ MISCONCEPTIONS ABOUT DIGESTIVE." TIIKM Journal of Education 1, no. 1 (December 13, 2015): 119–23. http://dx.doi.org/10.17501/je.2448-9336.1.1115.

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Wiener, C., T. Radnai, and P. Tasnádi. "Investigation of first-year university students’ performance." Journal of Physics: Conference Series 1929, no. 1 (May 1, 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, and Lauri Turtola. "Oral piercings among first-year university students." Oral Surgery, Oral Medicine, Oral Pathology, Oral Radiology, and Endodontology 99, no. 5 (May 2005): 546–49. http://dx.doi.org/10.1016/j.tripleo.2004.08.015.

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10

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

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11

ALKHATEEB, HAITHAM M. "UNIVERSITY STUDENTS' CONCEPTIONS OF FIRST-YEAR MATHEMATICS." Psychological Reports 89, no. 5 (2001): 41. http://dx.doi.org/10.2466/pr0.89.5.41-47.

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12

Kampamba, Royda. "First-year University Students’ Experiences in Learning Threshold Concepts of Acids-Bases Chemistry." International Journal of Teaching and Education 11, no. 1 (May 2, 2023): 18–30. http://dx.doi.org/10.52950/te.2023.11.1.002.

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This paper interrogates the concept of threshold concepts (TCs) of acids-bases in the teaching and learning of general chemistry of first-year university students. Acids-bases chemistry has been identified by chemistry scholars worldwide as one of the threshold concepts (TCs) in chemistry that seems to be difficult and the culprit of most failures in chemistry. Acids-bases reactions are also central to learning of other chemical reactions within the discipline of chemistry and other science concepts in life sciences (biology) and physics. The paper is based on the challenges students experience in general chemistry, which tend to discourage students from studying chemistry or pursuing their studies in chemistry-oriented professions, such as medicine, engineering, agriculture, natural resources, and chemistry education; or responsible for students dropping out of the university education completely. To address this problem, we explored lecturers’ and students’ challenges that students experience in learning TCs of acids-bases chemistry and the students’ perspectives of chemistry. A qualitative research methodology was employed in the study. Data was collected through classroom observations and student focus-group conversations. A thematic approach was employed to analyse data. Five chemistry educators and their classes were purposely sampled. Vygotsky’s social cognitive development theory was used as a theoretical framework to understand the teaching-learning of acids-bases chemistry. Findings suggested that some students’ experiences transformed them into self-directed learners. Researchers can investigate other avenues to the portal in teaching-learning TCs.

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13

Rustamova, Sabina. "Adaptation issues of first-year students." Scientific Works 18, no. 1 (April 22, 2024): 124–26. http://dx.doi.org/10.62706/bqiz.2024.v18i1.114.

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After finishing high school, university students enter the university environment. A high school environment is different from a high school environment. This is an innovation both in terms of the structure of the training process and in terms of a new contingent of people. Innovations in the training process, new fellow students, new teachers push students to the adaptation process. Also, if we take into account those who come from other cities and regions, we notice that a completely different environment is created. This process is not easy at all. So, if students cannot get support, it has a negative impact on their learning process.

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14

Saveleva, A. E., and N. R. Khakimova. "Structure of Tolerance in First-Year University Students." Bulletin of Kemerovo State University 22, no. 4 (January 5, 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., and N. R. Khakimova. "Structure of Tolerance in First-Year University Students." Bulletin of Kemerovo State University 22, no. 4 (January 5, 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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16

Schmidt, Anthony. "International Students in First-Year Writing." Journal of International Students 9, no. 3 (August 15, 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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Sibgatullina, Tatiana, Rashida G. Gabdrakhmanova, and Gulshat F. Zinnatullina. "Better Performance of Students: Education Conditions During Adaptation to the University." ARPHA Proceedings 3 (November 25, 2020): 2375–86. https://doi.org/10.3897/ap.2.e2375.

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Many researchers highlight performance as one of the factors of first-year students' effective adaptation. The relevance of the studied problem lies in the fact that students having good results of final exams in a comprehensive school face challenges while adapting to the university. In order to ease the process of moving from the usual regular school life to a university period, we offered first-year students a special educational course of study "Introduction to Learning". We tried to determine whether the study of the special course "Introduction to Learning" by first-year students will affect the results of their training during the adaptation period. The leading research method for this problem is comparative analysis which let us identify if the course "Introduction to Learning", included in the curriculum, affects the learning outcomes during the first semester of the first-year students' adaptation period. Comparing the first semester grades of the groups studied the proposed course, and the groups which did not study one, we received the following results: students of the experimental groups showed higher results in the first half of the year. Our special course supported the process of adaptation by students of the first year and their successful educational process. The developed syllabus of the course "Introduction to Learning" is aimed at preparing students for study in new conditions of a university and at improving learning outcomes of first-year students in the first semester of the adaptation period.

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Avcı, Dilek. "First year and adjustment in university life: A qualitative study to determine the needs of first year university students." Educational Research & Implementation 1, no. 1 (April 1, 2024): 51–68. http://dx.doi.org/10.14527/edure.2024.04.

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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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Ben-Avie, Michael, Marianne Kennedy, Christine Unson, Jinhong Li, Richard L. Riccardi, and Raymond Mugno. "First-Year Experience:." Journal of Assessment and Institutional Effectiveness 2, no. 2 (August 1, 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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20

ALKHATEEB, HAITHAM M. "UNIVERSITY STUDENTS' APPROACHES TO LEARNING FIRST-YEAR MATHEMATICS." Psychological Reports 93, no. 7 (2003): 851. http://dx.doi.org/10.2466/pr0.93.7.851-854.

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21

Nizonkiza, Déogratias, Tobie Van Dyk, and Henk Louw. "First-year university students’ productive knowledge of collocations." Stellenbosch Papers in Linguistics Plus 42 (January 13, 2014): 165. http://dx.doi.org/10.5842/42-0-143.

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22

Silva, Elise, Jessica Green, and Cole Walker. "Source evaluation behaviours of first-year university students." Journal of Information Literacy 12, no. 2 (December 4, 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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23

Valero, Paola, Lisa Österling, Nhu Truong, Anna Danielsson, Bruna Nunes, and Maria Berge. "First-year university students’ mathematics capital and identities." Mathematics Enthusiast 22, no. 3 (October 1, 2025): 311–34. http://dx.doi.org/10.54870/1551-3440.1672.

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24

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

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25

Alkhateeb, Haitham M. "University Students' Approaches to Learning First-Year Mathematics." Psychological Reports 93, no. 3 (December 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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Nga, H.T. NGUYEN, N.B. HUYNH Ngọc, and T. VO Linh. "Difficulties in Listening of the First Year Students at Tay Do University in Vietnam." International Journal of Social Science And Human Research 05, no. 09 (September 16, 2022): 4129–37. https://doi.org/10.5281/zenodo.7085609.

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One of the most important skills for communicating in real life is the ability to listen. It is becoming increasingly vital to develop when studying a foreign language. Everyone understands that hearing a message is not the same as listening to it, listeners must comprehend the message and respond appropriately. The study finds the difficulties of the first year English majors in listening abilities. The participants were thirty-six freshmen majoring in English, course 16 at Tay Do University. Questionnaire and paper interview were delivered to collect problems. The results showed that background knowledge, length and speed of the text, unfamiliar vocabulary, and different accent were the major listening comprehension difficulties. Basing on these difficulties, English learners can find out suitable learning ways to improve their listening skill. It may also be useful for those who are interested in this field.

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Karpovich, I. A. "Teaching First-Year Students: Literature Review." Uchenye zapiski St. Petersburg University of Management Technologies and Economics, no. 3 (October 12, 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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Mazumder, Quamrul H., and Mary Jo Finney. "Fostering Passion Among First Year Engineering Students." American Journal of Engineering Education (AJEE) 1, no. 1 (December 1, 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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Shkutina, L., K. Polupan, and 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, no. 4 (December 28, 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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Law, Anna S., and Kayleigh Sheen. "Experiences of foundation year students integrating into first year." Widening Participation and Lifelong Learning 26, no. 1 (March 30, 2024): 63–89. http://dx.doi.org/10.5456/wpll.26.1.63.

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Foundation year courses tend to attract an elevated proportion of students from widening participation backgrounds. Previously, O'Sullivan et al. (2019) showed that sense of belonging and academic confidence increase during the foundation year. The research reported here took the next step, by investigating the experiences of foundation year students as they transitioned into a first year cohort. Students (n= 18) participated in either a focus group or interview. Three themes were identified. The foundation year was viewed as 1) a valuable `stepping stone´ into higher education. Students felt that they had been given a `second chance´ and were more prepared for the first year. The second theme related to 2) identity development as a university student. Challenges were highlighted, including a perceived `stigma´ of a foundation year. The third theme related to 3) integration with other students. Students formed close support networks with each other. None had integrated with others on the wider programme or at the university, attributing this to the perceived inability or lack of opportunity to meet others, or a feeling that this was unnecessary. This study provides new insights into the strengths and challenges of the foundation cohort experience as they progress through their programme, with implications for practice.

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Kim, Sunyoung. "Factors Affecting College Adjustment of First Year Students." Korean Society of Culture and Convergence 45, no. 1 (January 31, 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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Cherian, Varghese Iepen, and Lily Cherian. "University Students' Adjustment Problems." Psychological Reports 82, no. 3_suppl (June 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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Bui, Thi Kim Phuong, Thuy Linh Nguyen, Diem Quynh Nguyen, and Thu Thao Hoang. "Exploring Pronunciation Challenges Encountered by First-year non-English Majored Students." Tạp chí Khoa học Công nghệ Trường Đại học Hòa Bình 15 (February 28, 2025): 67–77. https://doi.org/10.71192/jst-etu.2025.15.08.

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Pronunciation is a vital component of English language acquisition, significantly influencing students’ engagement in effective communication during. This study aims to explore the pronunciation challenges encountered by first-year students who are not majoring in English in a university located in Hanoi. It identifies prevalent errors and explores the underlying factors contributing to these difficulties, including limited exposure to English, negative transfer from Vietnamese phonetics, and inadequate instructional methods. Utilizing a quantitative research methodology, the results indicate that students face significant difficulties with consonant pronunciation, word and sentence stress, as well as intonation adjustment. The findings highlight the importance of tailored pronunciation training in the curriculum and advocate for the adoption of effective teaching strategies, including phonetic transcription and minimal pair drills. By addressing these challenges, educators can enhance students’ communicative competence and confidence in English language learning, paving the way for improved English language teaching practices.

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YAMASHITA, Masako, Tsunekazu KIJIMA, and Izuru NOSE. "Misconceptions about modern psychology among first-year university students:." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 1PM144. http://dx.doi.org/10.4992/pacjpa.74.0_1pm144.

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35

Do, Eun Young, and Yeon Ran Hong. "Factors Influencing Life Satisfaction of First Year University Students." Journal of Health Informatics and Statistics 46, no. 4 (November 30, 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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Holdaway, Edward A., and Karen R. Kelloway. "First Year at University: Perceptions and Experiences of Students." Canadian Journal of Higher Education 17, no. 1 (April 30, 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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Walker, Sue, Joanne Brownlee, Sandra Lennox, Beryl Exley, Kerry Howells, and Fiona Cocker. "Understanding first year university students: personal epistemology and learning." Teaching Education 20, no. 3 (July 15, 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, no. 3 (May 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, and J. A. Hill. "Group Projects for First-year University Students: an evaluation." Assessment & Evaluation in Higher Education 20, no. 3 (December 1995): 273–88. http://dx.doi.org/10.1080/0260293950200304.

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Paul, Fayaz Ahmad. "Mental Health Trajectories in First-Year Undergraduate University Students." D Y Patil Journal of Health Sciences 12, no. 3 (July 2024): 71–72. http://dx.doi.org/10.4103/dypj.dypj_33_24.

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Jacobs, Glenda. "Word usage misconceptions among first‐year university physics students." International Journal of Science Education 11, no. 4 (October 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, and Manfred J. Hampe. "Motivating first-year university students by interdisciplinary study projects." European Journal of Engineering Education 42, no. 1 (June 7, 2016): 17–31. http://dx.doi.org/10.1080/03043797.2016.1193126.

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Shepherd, Mary D., Annie Selden, and John Selden. "University Students' Reading of Their First-Year Mathematics Textbooks." Mathematical Thinking and Learning 14, no. 3 (July 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, no. 2 (November 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 (May 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, and Aizman Roman Idelevich. "MORPHOFUNCTIONAL FEATURES OF FIRST-YEAR STUDENTS OF PEDAGOGICAL UNIVERSITY." Novosibirsk State Pedagogical University Bulletin 4, no. 1 (February 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, no. 03 (September 3, 2013): 329–58. http://dx.doi.org/10.12785/jeps/140312.

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Cortés-Pascual, P. A., J. Cano-Escoriaza, and S. Orejudo. "The work values of first year Spanish university students." Higher Education 68, no. 5 (March 27, 2014): 733–47. http://dx.doi.org/10.1007/s10734-014-9741-1.

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Mangubat, Florieza M., and Marchee T. Picardal. "Predictors of Chemistry Learning Among First Year University Students." International Journal of Instruction 16, no. 2 (April 1, 2023): 15–30. http://dx.doi.org/10.29333/iji.2023.1622a.

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Muntuwenkosi, Chili, and Madzimure Jeremiah. "Using surveys of student engagement to understand and support first-time entering students at a university of technology." ScienceRise: Pedagogical Education, no. 6(51) (November 30, 2022): 4–12. https://doi.org/10.15587/2519-4984.2022.267206.

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Abstract:

Surveys of student engagement are receiving increased attention across the whole world, because data generated assist educational institutions in increasing student retention and improving student success. These surveys raise issues worthy of consideration particularly by institutions that might be interested in using survey data to develop their curriculum and to help their students succeed. The purpose of this paper is to demonstrate the significant role of student engagement surveys in the development of mechanisms to understand and effectively respond to the needs of first-year students entering university. Drawing from Astin’s involvement theory (1984) and the Inputs-Environments-Outcomes (I-E-O) framework (1991), we argue that a thoughtful and innovative use of student engagement survey data to predict readiness for university has a tremendous potential to improve success through data-informed interventions. The study utilised data on first-time entering students who participated in the Beginning University Survey of Student Engagement (BUSSE). This study used a quantitative research approach. The major findings reveal differences in the frequencies of student-staff interactionand how students’ experiences and expected academic difficulties varied across their gender, social class, and first-generation status. The frequencies of the nine subscales or engagement indicators of the BUSSE provide information regarding high school experiences with quantitative reasoning and learning strategies as well as students’ expectations of a university. The results also provide an overview of the calibre of incoming first-year students and their perceived level of academic preparedness

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