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

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Jin young Hwang. "Examining factors impacting successful transition from graduate research to STEM careers." World Journal of Advanced Research and Reviews 23, no. 2 (2024): 2835–49. https://doi.org/10.30574/wjarr.2024.23.2.2624.

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This quantitative study examines factors impacting successful career transitions for STEM PhD graduates pursuing research positions post-graduation. Recent statistics indicate only 50% of graduates remain in academic research careers three years after completing their degree (National Science Foundation, 2019), highlighting a need to understand obstacles and facilitators of effective career transitions. Utilizing Schlossberg’s Transition Theory (1981) as a framework, this study surveys 500 STEM PhD graduates from 30 top-ranked programs about skills gained from graduate school, career transitio

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Jin, young Hwang. "Examining factors impacting successful transition from graduate research to STEM careers." World Journal of Advanced Research and Reviews 23, no. 2 (2024): 2835–49. https://doi.org/10.5281/zenodo.14908918.

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This quantitative study examines factors impacting successful career transitions for STEM PhD graduates pursuing research positions post-graduation. Recent statistics indicate only 50% of graduates remain in academic research careers three years after completing their degree (National Science Foundation, 2019), highlighting a need to understand obstacles and facilitators of effective career transitions. Utilizing Schlossberg’s Transition Theory (1981) as a framework, this study surveys 500 STEM PhD graduates from 30 top-ranked programs about skills gained from graduate school, career tra

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Ndou-Chikwena, Nettie Nobukosi. "Facilitating Smooth Post-School Transition for Learners with Specific Learning Needs: Policy and Curriculum Recommendations." International Journal of Home Economics, Hospitality and Allied Research 3, no. 2 (2024): 252–64. https://doi.org/10.57012/ijhhr.v3n2.017.

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This study explores the complex landscape of inclusive education for learners with Specific Learning Needs (SLNs), examining critical factors that facilitate successful post-school transitions. The study employed a qualitative interpretive case study design. Conducted in Bulawayo Central District's two secondary schools with Resource Units, the research uses an innovative conceptual framework integrating Neurodiversity theory and Schlossberg's career transition theory. Through a comprehensive investigation involving ten learners with SLNs, two teachers, one school administrator, and the Distri

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Ndou-Chikwena, Nettie Nobukosi. "Facilitating Smooth Post-School Transition for Learners with Specific Learning Needs: Policy and Curriculum Recommendations." International Journal of Home Economics, Hospitality and Allied Research 3, no. 2 (2024): 252–64. https://doi.org/10.57012/ijhhr.v3n2.017.

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<strong>Abstract: </strong>This study explores the complex landscape of inclusive education for learners with Specific Learning Needs (SLNs), examining critical factors that facilitate successful post-school transitions. The study employed a qualitative interpretive case study design. Conducted in Bulawayo Central District's two secondary schools with Resource Units, the research uses an innovative conceptual framework integrating Neurodiversity theory and Schlossberg's career transition theory. Through a comprehensive investigation involving ten learners with SLNs, two teachers, one scho

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Eseadi, Chiedu. "Assessing Theories and Strategies Regarding Career Transition for Students with Visual Impairments." Didaktika: Jurnal Kependidikan 12, no. 4 (2023): 803–18. http://dx.doi.org/10.58230/27454312.262.

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The purpose of this paper is to examine evidence-based theories and strategies that can aid in comprehending and fostering the career transitioning of students with visual impairments. Understanding the various career transitioning theories will enable career professionals and visually impaired students to achieve a successful career counselling encounter. The suggested theoretical models highlight the importance of psychological and social variables in predicting a successful transition and the attainment of good and meaningful jobs by visually impaired students. The theories discussed in thi

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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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Viterbo, Luningning D., Anabel V. Franada, Dante D. Montebon, et al. "Navigating the Transition: A Phenomenological Inquiry on The Lived Experiences of Neophyte Teachers in Private Secondary Schools." International Journal of Research and Scientific Innovation XII, no. V (2025): 692–705. https://doi.org/10.51244/ijrsi.2025.12050066.

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The purpose of the study is to understand the essence of navigating the transition of neophyte teachers in private secondary schools with teaching experience of not more than 3 years. The participants of the study were 10 neophyte teachers from the selected private secondary schools in Davao del Norte and Davao de Oro. Using a qualitative phenomenological approach, the research investigated their challenges, coping mechanisms, and the impact of self-belief on their teaching. The study was guided by Bandura's Self-Efficacy Theory, Social Cognitive Theory, and Schlossberg's Transition Theory whi

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Novrianti, Bolivani, Soni Mirizon, and Eryansyah. "Identity Transition of English Pre Service Teachers Studying at Teacher Profession Education Program." JPI (Jurnal Pendidikan Indonesia) 13, no. 1 (2024): 83–92. http://dx.doi.org/10.23887/jpiundiksha.v13i1.69253.

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The identity transition of four prospective professional teachers while undergoing a professional development program is essential to consider. This research aims to understand the dynamics and processes that allow professional identities to develop and change. This research uses qualitative research and Schlossberg's transition model as a framework. The research participants were four prospective teachers from the Teacher Professional Education program. Data collection was carried out using the narrative inquiry method. The data analysis technique uses qualitative descriptive analysis. This s

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Jonathan, Burgess, and Ciseros Jesus. "The Semester of Struggle: Male Junior College Transfer Student-Athletes' Experiences." Journal of Issues in Intercollegiate Athletics, no. 11 (October 30, 2018): 266–86. https://doi.org/10.5281/zenodo.7476057.

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<em>This study employed Schlossberg’s Transition Theory as a lens for understanding how seven male transfer student-athletes experienced the transition from junior college to an NCAA Division I institution. The results of this study include the following themes: motivations, transfer preparation, the semester of struggle, adjusting to a new environment, and identifying new support structures. Taking stock of their coping resources (e.g., support, situation, self, and strategies) played a key role in participants’ successful transition. This study raises implications for research an

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Nie, Zhandan, and Seon-Joo Kim. "A Narrative Study of a Chinese Scholar who Became a University Professor from Being Outdated in School Education." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 1 (2025): 407–26. https://doi.org/10.22251/jlcci.2025.25.1.407.

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Objectives This study aimed to explore in-depth how a Chinese scholar experienced identity transitions in the process of growing from a school failure to a scholar. By analyzing a male scholar's experiences of rebuilding himself and overcoming academic setbacks from the perspective of transition theory, this study aimed to provide insights into the reconstruction of self-identity in the process of professional transition. Methods Based on Schlossberg's transition theory, this study used a narrative research method to analyze the process of a Chinese scholar's identity reconstruction during a c

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Pahadee, Babita. "Education to Work Transition: An Interpretive Inquiry of Status and Struggle of Pahari Youth." Nepal Journal of Multidisciplinary Research 6, no. 1 (2023): 108–28. http://dx.doi.org/10.3126/njmr.v6i1.54357.

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Education to work transition is the phase encountered by youths while moving to labor market in search of job. This study was conducted to examine how Pahari youths in Badikhel's Godawari Municipality-4 transition from higher secondary education to employment using a qualitative interpretative inquiry as a research paradigm. The research explored the experiences of Pahari youth who dealt with evolving circumstances, beliefs, and perceptions over the time transitioning from school to work. The theoretical bases of the study are Social Cognitive Career Theory, Capability Approach, and Schlossber

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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 (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

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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 (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 ove

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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 (2014): 99–120. http://dx.doi.org/10.1179/1935739714z.00000000021.

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Osafo, Abigail Boatemaa, Sophia Ohene-Darko, Edmond Kwesi Agormedah, and Charles Omane-Adjekum. "Navigating the Transition to Higher Education: Understanding the Experience among First-Year University Students." Journal of Tertiary Education and Learning 3, no. 1 (2025): 51–64. https://doi.org/10.54536/jtel.v3i1.4192.

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The transition from high school to university is a pivotal period in students’ educational journey and personal development. This study assesses the transitional experience of first-year university students through the lens of Schlossberg’s Transition Theory. A quantitative survey design was employed, and data was collected from 614 first-year university students. Descriptive (mean and standard deviation) and inferential (independent sample t-test and One-way ANOVA) statistics were employed to analyse the data. The results showed that first-year students experienced significant high transition

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Ihuoma, Chinwe, and Krishna Bista. "Navigating academic transitions." Journal of Interdisciplinary Studies in Education 14, no. 3 (2025): 173–92. https://doi.org/10.32674/jfh27k92.

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This study explores the academic transition experiences of African international students at a U.S. community college, with a focus on institutional support and associated challenges. Using a qualitative single case study approach, in-depth interviews with eight students revealed three central themes: supportive academic environments, academic and cultural challenges, and adaptation to U.S. higher education. While faculty support and peer networks facilitated smoother transitions, communication barriers, unfamiliar instructional methods, and financial difficulties hindered progress. The findin

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Raisun, Mathew. "The Trajectory of Transitions: Analysis of William Shakespeare's Macbeth." postScriptum: An Interdisciplinary Journal of Literary Studies ISSN: 2456-7507 6, no. 2 (2021): 163–70. https://doi.org/10.5281/zenodo.5130138.

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William Shakespeare has developed the plot of his play Macbeth through the effective use of transitions to the major characters. Among them, the character that is most prone to regular transitions in life is the central character of Macbeth. This research paper explores the trajectory of transitions through which Shakespeare develops the plot of his play through the character of Macbeth concerning his changing situations and positions. While analysing the play with the help of Schlossberg’s Transition theory, specifically through the concept of 4S’s, the perspicacity of Macbeth&rsq

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Qin, Tian, and Jon McNaughtan. "Higher Education Administrators’ Perceptions of a Dual Diploma High School Program: A Single Institution Case Study of International Student Transition Experiences." Student Affairs on Campus 7, no. 1 (2024): 2–18. https://doi.org/10.54155/saoc.v7i1.01.

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This study investigates perceptions of administrators of a dual diploma high school program on international students’ college transition experiences. Specifically, we focus on a group of higher education administrators who operate a dual diploma program between the study institution and high schools in Brazil. It is important to gather qualitative feedback from administrators to make program decisions. Using Schlossberg’s Theory of Transition (1984) as the theoretical framework, this study follows a set interview protocol to investigate the role the dual diploma program has in aiding transiti

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Krsmanovic, Masha. "Encountering American higher education: First-year academic transition of international undergraduate students in the United States." Journal of Global Education and Research 6, no. 2 (2022): 148–65. http://dx.doi.org/10.5038/2577-509x.6.2.1164.

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This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg’s (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and educational setting. The findings revealed that students’ academic transition into the U.S. higher education was characterized by difficulties in understanding the academic system of their new environment; overcoming educational, instructional and pedag

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Sachitra, Vilani, and Fathima Sajda Jaward. "Transition Decision of Hybrid Entrepreneurship in the Post-pandemic Period: Understanding the New Normal Factors in Developing Context." South Asian Journal of Social Studies and Economics 18, no. 3 (2023): 16–26. http://dx.doi.org/10.9734/sajsse/2023/v18i3657.

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Purpose: The uncertainties surrounding the COVID-19 pandemic have inspired new business ventures. The best approach to overcome the obstacles in pandemic is hybrid entrepreneurship, which is defined as "holding the current job while creating a new business”. The study aims to discover the new normal characteristics that influence the engagement in hybrid entrepreneurship in Sri Lanka. Methods: Schlossberg’s transition theory was adopted as the theoretical framework. Four transition elements; Situation, Self, Support, and Strategies used as the new normal factors. Snowball sampling method

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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 (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 alongs

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Coston, Francine. "Voices of first-generation transfer students: Implications for support services." Journal of Campus Activities Practice and Scholarship 5, no. 2 (2023): 77–89. http://dx.doi.org/10.52499/2023017.

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This study explored the lived experiences of first-generation transfer students (FGTS) and their utilization of support structures at a mid-size, public university in New England. Using Schlossberg’s Transition Theory as a framework, this case study presents results that sought to center the voices of FGTS as it relates to the support services they utilize. In addition to the FGTS experiences, the case included interviews with university staff members and analyses of institutional documents. Implications for high education institutions to better support first-generation transfer students are d

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Cerino, Lauren, Adam Felts, Alexa Balmuth, Julie Miller, and Joseph Coughlin. "NAVIGATING AGING WHILE CAREGIVING: LONGEVITY PLANNING CONSIDERATIONS FOR CAREGIVERS OF ADULT CHILDREN." Innovation in Aging 7, Supplement_1 (2023): 55. http://dx.doi.org/10.1093/geroni/igad104.0176.

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Abstract Caregiving is a demanding, complex, and costly role. According to AARP (2020), an increasing population of older adults in the U.S. are providing unpaid care to younger adult family members, with over two million adults in the U.S. providing care for an adult child. Caregivers of adult children experience unique challenges that can affect how they plan for their own longevity, as well as their adult child’s longevity. To further explore the experiences of aging caregivers of adult children, the MIT AgeLab conducted an exploratory, qualitative study based on interviews with participant

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Gayton, Angela, and Piotr Wegorowski. "Looking back to move forward: Tracing students’ experiences of transitioning to university." Journal of Praxis in Higher Education 7, no. 1 (2025): 28–51. https://doi.org/10.47989/kpdc586.

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A growing body of research conceptualises students’ transitions into higher education as non-linear and multi-faceted, extending beyond the first months of university. Nevertheless, focusing on first-year students’ experiences can provide important insights. We adopt Schlossberg’s (1981) theory of transitions in our study involving first-year arts and humanities undergraduate students at a Scottish university, who traced their experiences of adjusting to university life in the academic year 2020-21. We were interested in understanding this move from one educational stage to another amidst the

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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 (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 ab

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Zhu, Zeyu. "Career Transition, Prospects, and Challenges Faced by Chinese Elite Female Athletes in Competitive Sports." Frontiers in Management Science 2, no. 1 (2023): 61–80. http://dx.doi.org/10.56397/fms.2023.02.06.

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The purpose of the research was to study career transition, prospects, and challenges faced by Chinese elite female athletes in competitive sports. This article uses the life history approach in the qualitative method and Schlossberg’s transition theory to investigate the reasons for the retirement of elite female athletes and the specific problems during and after retirement period. And the article deeply explores the real needs of elite female athletes during the transition period of retirement. Find out the specific problems in the Chinese competitive sports athletes’ training system and th

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Workman, Jamie L. "Exploratory Students' Experiences With First-Year Academic Advising." NACADA Journal 35, no. 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 uniq

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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 nurs

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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 (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 hyb

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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 (2020): 1716620. http://dx.doi.org/10.1080/17482631.2020.1716620.

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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 (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

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Ssebyanzi, Bonaventure Wasswa, and Mary Kagoire Ocheng. "The ‘Self’ of Hearing-Impaired Learners and their Transition from Primary to Post-Primary Education in Uganda." East African Journal of Education Studies 7, no. 3 (2024): 279–88. http://dx.doi.org/10.37284/eajes.7.3.2102.

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In Uganda, post-primary education is one of the milestones in a child’s education. It is characterized by many challenges, particularly faced by learners with hearing impairments attempting to transition from primary to post-primary level. The transition has long been recognized as one of the most challenging issues for learners with hearing impairments, yet it has not been resolved by impeccable empirical scrutiny. This quagmire prompted the researcher to use a phenomenological investigation to explore the significant self-concepts affecting the learners’ transition from primary to post-prima

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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 (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

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Moffett, Jane. "‘Adjusting to that new norm’: How and why maternity coaching can help with the transition back to work after maternity leave." International Coaching Psychology Review 13, no. 2 (2018): 62–76. http://dx.doi.org/10.53841/bpsicpr.2018.13.2.62.

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ObjectivesMaternity coaching is delivered in certain sectors, with the aim of retaining women after maternity leave. Enabling women to stay in the workforce is a current focus of both government and industry in the UK. The objectives of this research were to determine if there are any key elements that are common to successful maternity coaching programmes which could inform recommendations for maternity coaching programmes across a variety of employment sectors.DesignSemi-structured interviews were used. Eleven participants from five different participating organisations were recruited. Parti

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Agingu, Eunice Atieno, Judith Anyango Owaa, and Pamela Raburu. "Relationship between Distraction and Academic Adjustment among First Year Undergraduate Students in Public Universities in Kenya." Global Journal of Educational Studies 8, no. 2 (2022): 127. http://dx.doi.org/10.5296/gjes.v8i2.20505.

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First year undergraduate students (FYUS) arrive at the university having very different academic and social skills and from different backgrounds and cultures. Some students adjust easily and are set up for successful university study whereas others become disoriented from their studies, underperform academically or drop out completely. The current study explored the relationship between distraction during transition and academic adjustment among first year undergraduate students. The study was guided by Person-Centred and Schlossberg’s Transition Theory. The study population comprised 1,539 f

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Junsay, Marilou, and Glenne Lagura. "Flexible learning in graduate education of State Universities and Colleges in the Davao Region, Philippines." Palawan Scientist 16, no. 2 (2024): 57–70. http://dx.doi.org/10.69721/tps.j.2024.16.2.06.

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This concurrent mixed-methods study investigates the landscape of flexible learning in graduate education among 41 coursework academic programs at five State Universities and Colleges (SUCs) in the Davao Region, Philippines. Data collection included an online survey with 422 graduate students and interviews with ten graduate program enrollees. The study employed a combination of statistical mean analysis and Colaizzi’s phenomenological data analysis framework for data interpretation. Through the Community of Inquiry (CoI) framework, this research indicates high ratings for the three essential

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Mahome, Michael Moreti, and Lydia Kgomotso Mphahlele. "Exploring the support needs of newly appointed departmental heads: A South African perspective." International Journal of Educational Management and Development Studies 5, no. 3 (2024): 1–27. http://dx.doi.org/10.53378/ijemds.353075.

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Numerous middle leadership researchers in education worldwide have conceded the value and the contribution of Departmental Heads (DHs) in enhancing the achievement of the learners. Yet researches generate insufficient insights on this topic work and on how middle leaders can be supported. Hence, this study deals with the exploration of support needs of newly appointed DHs in three South African secondary schools in District No. 10 (D10) in the province of Gauteng. There is a dearth in literature worldwide on the support needs of newly appointed DHs, more especially in the South African milieu.

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Asiones, Noel. "Second Wind: Understanding How Academics from the Philippines Adjust to Retirement." Scientia - The International Journal on the Liberal Arts 12, no. 1 (2023): 44–61. http://dx.doi.org/10.57106/scientia.v12i1.146.

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This article aims to 1) explore how retired academics experienced work-to-retirement transition and 2) offer insights that can be applied in addressing its potential opportunities and challenges. Toward this end, we conducted face-to-face interviews with retirees (n=7) from a comprehensive private university in Manila, Philippines. The descriptive phenomenological method surfaced a general psychological meaning structure depicting the participants' collective work experiences to retirement transition. Moreover, it identified three distinct but interrelated elements of the retirement phenomenon

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Waggoner, Emilie. "Isekai as a Reflection of College Student Transition Theory." Popular Culture Review, November 7, 2024. http://dx.doi.org/10.1002/pcr4.12008.

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AbstractIn the isekai genre, characters are transported to another world where they must learn new cultural norms, create new relationships, and work through the changes that come with who they are in this new world. The transition of characters in isekai from their world to a new one mirrors the transition college students experience as they move from high school to college, albeit one with less magic. As anime continues to gain high school and college‐aged fans, the narrative of how isekai characters move through their transition could be highly impactful to fans who are experiencing their o

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Miller, Amanda L., and Mina Chun. "Perspectives of two college students labeled with intellectual disability: Supports during the moving in and through stages of transition." Disability Studies Quarterly 42, no. 1 (2022). http://dx.doi.org/10.18061/dsq.v42i1.7516.

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An increasing number of students labeled with intellectual disability are attending colleges and universities. Yet, their perspectives are underrepresented in the research. Grounded in Disability Studies in Education and Schlossberg's Transition Theory, this study reports on the transitional experiences of two emerging adults labeled with intellectual disability at a large public university with a particular focus on how the participants conceptualized their support systems during the moving in and through stages of transition to university. Three themes are discussed: supports the students br

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Cheng, Michelle W. T., Yi Xie, and Sing Kai Lo. "Making the College Transition in China-Rural First-Generation College Students and Their Parents." Social Education Research, December 23, 2022, 131–43. http://dx.doi.org/10.37256/ser.4120232155.

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College transition is a phase that every college student must face; however, not everyone experiences it smoothly. With the growing number of First-Generation College Students (FGCS) in rural China, this qualitative study examines how these students and their parents make their college transition. Guided by Schlossberg's Transition Theory, we analyzed students' write-ups that recorded mealtime conversations of 103 rural families in China on three themes: Self, Support and Strategies. It is found that most FGCS felt frustrated because of the lack of concrete strategies to cope with the college

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Rollins, Tijuana. "Returning to Reach Higher: Exploring the Perceptions and Lived Experiences of Adult Learners Pursuing Bachelor's Degrees." Current Issues in Education 26, no. 1 (2025). https://doi.org/10.14507/cie.vol26iss1.2276.

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As adult learners increasingly seek bachelor’s degrees for career advancement and personal fulfillment, understanding their unique challenges and experiences becomes crucial for higher education institutions. This study focuses on the academic journeys of nine adult learners aged 29 to 53 who attended community colleges in Florida before seeking a bachelor's degree at one of Florida's public universities. Using Schlossberg's (1989) Transition Theory and Weiner's (1972) Attribution Theory as frameworks, this study examines participants' perceptions of the situational and dispositional experienc

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Schumann, Marwa, Lisa Peppler, Patricia Beck, and Liane Schenk. "Navigating transitions: a qualitative study of nursing teams’ experiences of educational and cultural transitions in Germany." BMC Nursing 23, no. 1 (2024). http://dx.doi.org/10.1186/s12912-024-02383-0.

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Abstract Background The global migration of health professionals in general and nurses in particular, has led to nursing shortages and socioeconomic impacts on health systems in both source and destination countries. Adding to the complexity of the situation is the fact that the nursing profession itself is evolving from a vocational to an academic one. Although nursing migration and academization have been studied from either an institutional or an individual perspective, there is a gap in the literature regarding how nursing teams experience these transitions. This study aims to explore how

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Heinisch, Benjamin P. "Small Fish Out of Water." Journal of College Orientation, Transition, and Retention 24, no. 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 a

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Chung, Helen H., Nahrie Chung, Monique Ticzon, and Jalá Harper. "Betwixt and Between: An Exercise in Work Identity and Transition." Management Teaching Review, August 14, 2024. http://dx.doi.org/10.1177/23792981241267761.

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This paper aims to provide an inductive exercise on work identity and transitions for management educators to use with adult learners. The exercise leverages Ibarra’s work identity theory and Schlossberg’s transitions theory and has proven effective in helping graduate students and working professionals consider the relationship between transitions and identity. Additionally, this exercise is particularly useful for facilitating a mindfulness practice in the context of identity workspaces (i.e., the management classroom) where participants are invited into identity development. As a result, st

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Easton-Calabria, Evan, and Caitlin Sturridge. "Mobile displacement or displaced mobility?: Using transition theory to challenge migration-displacement binaries and biases." Migration Studies 13, no. 1 (2024). https://doi.org/10.1093/migration/mnae046.

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Abstract Within the context of increasing conflict- and climate-driven displacement and mobility, many people today neither fit neatly within ascribed labels nor access assistance in just one way. However movement continues to be presented in binaries within academia and by many humanitarian, development, and state actors. Here, we ask: when does displacement constitute mobility and when are mobile people in fact displaced? And, crucially, how do people define themselves in terms of their mobility (if at all)? We present an integrated theoretical framework combining Schlossberg’s transition th

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Hunter-Johnson, Yvonne. "A Leap of Academic Faith and Resilience: Nontraditional International Students Pursuing Higher Education in the United States of America." Journal of International Students 12, no. 2 (2021). http://dx.doi.org/10.32674/jis.v12i2.1986.

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International students pursuing higher education in the United States are faced with a multiplicity of challenges such as navigating an unfamiliar educational system, relocating to an unfamiliar country, overcoming negative stereotypes associated with being an educational student, and, in some instances, having to learn a foreign language. Despite such challenges, international students remain motivated to pursue higher education in the United States. This qualitative study, utilizing Schlossberg’s adult transition model as a theoretical framework, explored the lived experiences of 16 internat

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Agbaje, Olaide, and Chika Sehoole. "Expectations versus Realities: Insights into the Transition Experiences of International Students at Two Universities in Nigeria." Journal for Students Affairs in Africa, 2022. http://dx.doi.org/10.24085/jsaa.v10i1.2196.

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Attracting, recruiting and retaining international students should be balanced with the need to provide support for the smooth transition of these students into their host countries and institutions. One way to achieve this transition is by bridging the gap between international students’ expectations and actual realities. Hence, this article examines the impact that the expectations and the realities of studying abroad have on the overall transition experiences of international students in Nigeria. The study adopted a mixed method and employed Schlossberg’s theory of transition to further und

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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 (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.

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Olt, Phillip, and Bingbing Tao. "International Students’ Transition to a Rural State Comprehensive University." TeacherScholar Journal of the State Comprehensive Universit 9, no. 1 (2020). http://dx.doi.org/10.58809/cbsx6080.

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International students face challenges as they transition to higher education in the United States. In this article, we explore that transition process when it intersects with an institution in a rural setting. We used Schlossberg’s transition theory—with a particular emphasis on the 4Ss of situation, self, support, and strategies—as the theoretical framework for this case study, and we found that the situation for international students in this transition was fraught with concurrent stressors of isolation, food, and safety. While their sense of self included a strong desire to experience Unit

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