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Journal articles on the topic 'Schlossberg's Transition Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Wall, Peter, Catherine Fetherston, and Caroline Browne. "Understanding the enrolled nurse to registered nurse journey through a model adapted from Schlossberg's transition theory." Nurse Education Today 67 (August 2018): 6–14. http://dx.doi.org/10.1016/j.nedt.2018.04.017.

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Karmelita, Courtney E. "Exploring the experiences of adult learners in a transition program." Journal of Adult and Continuing Education 24, no. 2 (August 19, 2018): 141–64. http://dx.doi.org/10.1177/1477971418791587.

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Transition programs have emerged as a support for adult learners seeking college education. Adult learners’ perspectives are missing in the literature on transition programs. To better support adult learners in transition programs, it is essential to understand their experiences and perspectives. Using Schlossberg’s Transition Theory (Anderson, Goodman, & Schlossberg, 2012) and Cross’s (1991) student barrier categorizations as a framework, this narrative study investigates the experiences of five adult learners enrolled in a transition program. The findings indicate that the relationships the participants formed through the program served as a support system, and that participation in the program led to a shift in self-perception. The participant narratives also highlight barriers to college enrollment for adult learners, such as difficulty using technology and health related issues.

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Wheeler, Garry D., Laurie A. Malone, Sandy VanVlack, Ewen R. Nelson, and Robert D. Steadward. "Retirement from Disability Sport: A Pilot Study." Adapted Physical Activity Quarterly 13, no. 4 (October 1996): 382–99. http://dx.doi.org/10.1123/apaq.13.4.382.

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We examined the transition experiences and adjustment to retirement among 18 athletes with disabilities. Adopting a grounded theory approach, we interviewed athletes using a semistructured format based on Schlossberg’s (1981, 1984) transition model. Three basic questions were asked regarding the competitive period, events surrounding the retirement decision, and adjustment to retirement. Data were analyzed by an iterative process and a model was developed. Sport was a highly valued part of the lives of athletes; personal commitment to sport was evident and often taken to extremes including overtraining and ignoring medical advice. Transition from sport was an emotional experience for athletes, and difficulties were associated with voluntary versus involuntary retirement and readiness or lack of readiness for retirement. Coping with retirement appeared to be facilitated by readiness and having other job and family interests outside of sport. Many athletes expressed concern regarding chronic injuries and aging with a disability. We suggest that the Schlossberg model is a useful framework for examining athlete transition and adjustment to retirement.

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Flowers, Ronald D., Cheyenne Luzynski, and Eboni M. Zamani-Gallaher. "Male Transfer Student Athletes and Schlossberg’s Transition Theory." Journal for the Study of Sports and Athletes in Education 8, no. 2 (June 26, 2014): 99–120. http://dx.doi.org/10.1179/1935739714z.00000000021.

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Adjei, Millicent, Nina Nana Aba Pels, and Vanessa Nana Darkoa Amoako. "Responding to Covid‑19: Experiences of Ashesi University’s Student Affairs Team." Journal for Students Affairs in Africa 9, no. 1 (May 31, 2021): 135–56. http://dx.doi.org/10.24085/jsaa.v9i1.1433.

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The Covid‑19 pandemic has revealed the abilities or lack thereof of many higher education institutions to adequately support the academic and co‑curricular needs of students in times of crisis. In this reflective practitioner account, Schlossberg’s Transition Theory is used to analyse the transitional experiences of students amid the Covid‑19 pandemic and how the Office of Student and Community Affairs (OSCA) team at Ashesi University successfully supported students as they navigated the academic semester. One-to-one interviews with department heads of the five OSCA units were conducted alongside focus group discussions with a cross-section of 17 students. The findings suggest that (i) advising, (ii) engagement, and (iii) timely online support interventions contributed immensely to students’ success in transitioning from in‑person to remote learning.

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Zhang, Yi (Leaf). "International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University." Journal of International Students 6, no. 1 (January 1, 2016): 175–94. http://dx.doi.org/10.32674/jis.v6i1.487.

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In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success

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Workman, Jamie L. "Exploratory Students' Experiences With First-Year Academic Advising." NACADA Journal 35, no. 1 (July 1, 2015): 5–12. http://dx.doi.org/10.12930/nacada-14-005.

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Six sophomore students who had entered a public midwestern university as undeclared participated in the study. The advisors used a modified form of appreciative advising designed to assist first-year exploratory students. The study was conducted using grounded theory techniques, a phenomenological perspective, and semi-structured interviews. At the time of interview some participants had declared majors. Themes that emerged from the data were categorized according to the Schlossberg transition model. The study provides insight into meaning making that can aid the practice of advising this unique population through career-related and decision-making processes.

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Schmitt, Catherine A., and Rachel Schiffman. "Perceived needs and coping resources of newly hired nurses." SAGE Open Medicine 7 (January 2019): 205031211983321. http://dx.doi.org/10.1177/2050312119833216.

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Objective: Newly hired nurses who do not transition well often leave their first nursing position or nursing prematurely, at great cost to themselves, the profession, hiring organizations and patients. The purpose of this secondary analysis study was to better understand the transition experience of new graduate nurses and experienced nurses as they moved to a new setting in nursing, and the preceptor’s role in that transition. Methods: Schlossberg’s Transition Theory provided the framework for the secondary analysis of a large qualitative data set that were collected from 118 newly hired nurses who were predominantly female and Caucasian with the majority being under the age of 30 years and having less than 1-year experience. The data available for secondary analysis included all transcripts from the original study. Results: Two main themes were identified: Institutional Support and Sense of Self. Discussion: Preceptors are critical early in the transition and the newly hired nurse continues to look for support beyond the first year of the transition. Hospitals should consider implementing transition to practice programs that support the newly hired nurse, to include those with prior experience, throughout the first year of transition and should also consider a mentorship program of support after the first year.

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Adewale, Titilola, Mark M. D'Amico, and Spencer Salas. "“It’s Kinda Weird”: Hybrid Identities in the International Undergraduate Community." Journal of International Students 8, no. 2 (April 1, 2018): 861–83. http://dx.doi.org/10.32674/jis.v8i2.118.

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With benefits international students bring to campus, universities have adopted aggressive recruitment practices and increased institutional support for their retention and positive college engagement (Hegarty, 2014). Due to globalization, increasing numbers of international students enter college with multiple cultural/national affiliations (Gomes, Berry, Alzougool, & Chang, 2014). Yet, little is known about these complex identities and how they shape students’ experiences in U.S. higher education. Using Schlossberg’s Transition Theory, the article leverages interview data to theorize hybrid national/cultural identities of five “international” undergraduate students at a private university on the Eastern seaboard. Although the institution used passport information to categorize student nationality, participants chose to self-identify less categorically. Our discussion recommends dialogue around international students’ identity constructs to thoughtfully affirm hybridity.

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Collom, Gresham D., J. Patrick Biddix, and Britta L. Svoboda. "“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant." Community College Review 49, no. 4 (June 29, 2021): 413–34. http://dx.doi.org/10.1177/00915521211026679.

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Objective: States increasingly create promise programs to increase college enrollment and degree attainment. The objective of this study was to understand the experiences of adult learners using the Tennessee Reconnect Grant (TN Reconnect) as they transitioned to becoming college students. Methods: Drawing upon interviews with 23 adult learners, this longitudinal qualitative study applied Schlossberg’s Transition Theory to explore the experience of transitioning to college. Results: Findings revealed students who used the TN Reconnect, many of whom were first-generation and low-income students, faced insurmountable barriers that contributed to their decision to initially not enroll in college or drop out of college. Access to TN Reconnect provided an unexpected opportunity for them to return to college. However, participants still faced barriers often associated with adult, first-generation, and low-income students. Contributions: Findings suggest state and institutional policy, and practice must adapt to fit the unique needs of adult learners to maximize degree completion outcomes. As currently structured, promise programs may not provide substantial benefits to student groups who face significant barriers to success, such as adult learners. State policymakers must explore the benefits of adopting a more equitable policy structure and/or implement additional services and resources for adult learners.

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Gbogbo, Sitsofe. "Early motherhood: voices from female adolescents in the Hohoe Municipality, Ghana—a qualitative study utilizing Schlossberg’s Transition Theory." International Journal of Qualitative Studies on Health and Well-being 15, no. 1 (January 1, 2020): 1716620. http://dx.doi.org/10.1080/17482631.2020.1716620.

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Bowen, Gary L., and Todd M. Jensen. "Late-Life Divorce and Postdivorce Adult Subjective Well-Being." Journal of Family Issues 38, no. 10 (July 17, 2015): 1363–88. http://dx.doi.org/10.1177/0192513x15596197.

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Late-life divorce—divorce at 50 years and older—is an increasingly common event in the United States. Despite this trend, the conditions and outcomes for those involved in late-life divorce remain understudied. Drawing on Schlossberg’s transition theory, we assess four sets of risk and protective factors (i.e., situation, self, support, and coping strategies) that could influence the postdivorce life satisfaction of adults who experience late-life divorces. Using the data set of a nationally representative study, we obtained an analytical sample of 164 men and 145 women who reported a divorce at 50 years or older ( N = 309). Results from ordinary least squares regression analysis indicate few statistically significant effects from the sets of risk and protective factors entered in the second and third steps of the analysis. Implications, limitations, and directions for future research are discussed.

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Heinisch, Benjamin P. "Small Fish Out of Water." Journal of College Orientation, Transition, and Retention 24, no. 1 (January 1, 2019). http://dx.doi.org/10.24926/jcotr.v24i1.2904.

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Changing rural economies are making it difficult for youths in rural areas to maintain job security without a college education (Tieken, 2016). After the 2008 economic recession, rural unemployment reached nearly 10%, and the poverty rate increased to 16.6% for nonmetropolitan areas, compared to 13.9% in metropolitan regions (Economic Research Service, 2011). This reduction in career opportunities has encouraged rural youths to think more seriously about attending college to increase their earning potential (Meece, et al., 2013; Tieken, 2016). Compared to the average American, rural students are less likely to have college-educated parents (Provasnik et al., 2007). These first-generation students are coming to college unprepared, due to their parent’s lack of institutional knowledge, creating challenges for them academically and socially as they transition into an unfamiliar environment (Forbus, Newbold, & Mehta, 2011; Lightweis, 2014). These rural students are also challenged by their lack of experience with large campuses and the diversity often found in college (Schultz, 2004). Few studies are dedicated to the rural student experience, and even fewer regard the intersection of rural and first-generation identities. Understanding their experiences as they transition to college will be key to providing this population with resources for their postsecondary education. This study utilized Schlossberg’s Transition Theory (Chickering & Schlossberg, 1995) as a framework to describe the first-year experiences of rural first-generation students at a large Midwestern university and identify important implications for practice.

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DiRamio, David, Robert Ackerman, and Regina L. Mitchell. "From Combat to Campus: Voices of Student-Veterans." NASPA Journal 45, no. 1 (January 8, 2008). http://dx.doi.org/10.2202/0027-6014.1908.

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What needs do veterans bring to campus? Little is known about this emerging student population. The researchers interviewed 25 students who served in the current Iraq and Afghan conflicts. This was a multicampus study, with the sample derived from three geographically diverse universities representing northern, southern, and western regions of the United States. Using a model of adult transition by Schlossberg as a guiding theory, a grounded theory epistemology was used to generate a conceptual framework for understanding students who are making the transition from wartime service to college. Findings and implications will help institutions organize a holistic approach for assisting veterans and improving their chances for success.

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Roybal, Alicia, Emilie Waggoner, Christy Heaton, Emily Moroney, Nicole Hoff, Kelsi Miles, Angela VanDijk, and Kristen Fukumoto. "Converting a Dynamic in-Person Experience to Remote Life." Journal of College Orientation, Transition, and Retention 28, no. 2 (May 27, 2021). http://dx.doi.org/10.24926/jcotr.v28i2.3765.

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This paper explores the work the Student Transitions and Family Engagement (STFE) team did to convert dynamic in-person experiences into virtual programs, advising, and courses. These opportunities were framed through the lenses of Academic and Social Integration (Tinto, 1975; Braxton et al., 2004), Belonging (Strayhorn, 2019), and Transition Theory (Schlossberg, 1981). The COVID-19 pandemic caused disruptions in every sector of business and higher education and student affairs was not immune to these effects. The unprecedented disturbances to business-as-normal forced student affairs professionals to find innovative ways to welcome new students into their universities. This article details the monumental programmatic changes employed, as well as the challenges faced and lessons learned by the New Student Orientation and First-Year Experiences teams at the University of Colorado Denver. While catalyzed by unfortunate circumstances and necessity, many of the new ideas and methods developed during 2020 will be adopted as mainstays in STFE’s suite of operations and programmatic offerings.

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