Дисертації з теми "Black first-year University students"
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Sennett, Justin. "A preliminary investigation into the adjustment to university of first-year students at the University of Cape Town, with particular emphasis on the relative adjustment of black students." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7863.
The change from school to university is a major life transition to which many students experience considerable difficulty in adjusting. This process of adjustment is multidimensional requiring that students develop effective strategies for adapting to a host of new demands (Baker & Siryk, 1989) including those found in the academic, social and emotional spheres of development. Yet, in addition to factors relating to individual developmental or background variables, the interactive effects of student demographics and institutional environment may also influence a student's ability to cope effectively with adjustment to university. This may be the case particularly for students of disadvantaged or minority backgrounds, of which, the literature suggests, black African students in South Africa are a likely instance.
Nicholas, Lionel John. "The development of a university-based sex counselling programme in the age of AIDS." University of the Western Cape, 1993. http://hdl.handle.net/11394/8447.
The sexual behaviours, attitudes, beliefs and communication of 1896 black first-year university students were examined by means of a structured questionnaire for their contribution to the development of a university-based sex counselling programme. The areas of sexuality investigated included intra-familial communication about contraception and sexuality, belief in sex myths, knowledge of and myths about AIDS and the manner of acquisition of sex knowledge. The results of this study are consistent in reflecting much greater deficits in the knowledge of respondents about sexuality than encountered in the literature. Statistically significant gender differences were found for intra-familial communication about contraception, prejudice towards AIDS victims, knowledge of the modes of HIV infection, prejudice towards homosexuals, belief in myths about sexuality, age at which sex information was acquired, the preferred source of information about sexuality, attitude towards pre-marital intercourse, experience of pre-marital intercourse, belief about the acceptability of abortion, experience of pre-marital intercourse and worry about masturbation. No gender differences were found for belief in myths about high-risk AIDS infection, exposure to sex information within educational institutions and approval of sex education. The statistically significant gender differences which were found for most of the questionnaire items reflect the different sexual socialization experiences of respondents. Male and female students may therefore require counselling interventions geared to their respective needs Concern about AIDS has become central to university student sexual behaviour as well as protection against rape and sexual harassment and male responsibility for contraception. All campus counsellors will eventually experience the impact of AIDS and other sexually·transmitted diseases in their sessions with clients. Sexual harassment, rape, contraceptive failure and abortion will also increasingly impact on counselling sessions and require the university-based counsellor's involvement in broader university-wide prevention programmes as well as group based interventions. The development of a university-based sex counselling programme requires comprehensive interventions ranging from individual counselling to human sexuality courses. An awareness of the high profile sexuality problems as perceived by students, is essential for the development of preventive programmes at the group and academic class level as well as at the level of inf luencing uni versi ty policy. Knowledge of the merits of different theoretical positions and interventions for particular sexual problems is crucial for counselling intervention or referral. A systemic model of intervention for sexuality problems is proposed. The task of university-based sex counselling programmes is made more onerous by the paucity and ineffectiveness of sex information students are exposed to, the lack of sex education in the schools and the inadequate quality and degree of intrafamilial communication about sexuality. A significant proportion of respondents engage in pre-marital sexual intercourse without the benefit of adequate sex knowledge. The results of this study emphasize the need for research on the sexuality of, black South Africans, the particular vulnerabilities of first-year university students to sexuality problems and the dire need for structured sex education programmes at school as well as university.
Watts-Martinez, Evanda Shentelle. "Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618723.
Niven, Penelope Mary. "Acquiring academic reading practices in History I : an ethnographic study of a group of foundation year students at Rhodes University." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1007860.
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Vawda, Aamena. "The learning styles of first year university students." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/358.
González, Lomeli Daniel, Figueiras Sandra Castañeda, and Noriega María de los Angeles Maytorena. "Learning styles and achievement in first-year university students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100927.
Se presenta un modelo estructural de las valoraciones de 229 estudiantes acerca de sus estrategias de aprendizaje y el efecto en sus calificaciones escolares. Se realizó un análisis de ecuaciones estructurales que utilizó las respuestas a un inventario de estilos de aprendizaje y las calificaciones escolares del primer semestre. El modelo confirmó la presencia de estrategias de adquisición, de administración de recursos de memoria y de procesamiento de información, similar a lo propuesto por Castañeda (1995). Dado que el modelo explicó sólo 7% del aprovechamiento escolar, se discute la necesidad de modelar la variable dependiente como una variable latente conformada por un conjunto de indicadores que den cuenta cabal del logro escolar
McCune, Velda. "The development of first-year university students' approaches to studying." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23115.
Essendrup, Eugene. "Patterns of risk-taking behaviour of first year university students." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/135.
Mance, Oyku. "The Factors Making First- Year University Students Vulnerable To Pathological Eating Attitudes." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607901/index.pdf.
association with height and weight, family meal patterns, perceived social support, family values and socio-demographic variables were assessed. 299 first year university students from the Department of Basic English at Middle East Technical University participated in the study. Five assessment devices- Demographic data form, the Eating Attitude Test (EAT&ndash
40), Family Eating Attitude and Behavior Subscales, the Multidimensional Scale of Perceived Social Support, and the Traditional Family Values Questionnaire were administered. ANOVAs were conducted to assess differences on eating attitudes between participants in terms of gender, with whom they lived, perceived family type, socio economic status, body mass index and weight satisfaction. Stepwise multiple regressions were conducted to appraise to what extent perceived social support, family meal patterns, traditional family values and demographic variables predicted eating attitudes of first year students. The participants who perceived their family as traditional reported more pathological eating attitudes in dieting, preoccupation with food, social pressure on weight factor. Regression analyses for female participants revealed that dieting, parents occupation, body mass index (current / desired) perceived social support- family, relationships with family and kin, and perceived family income were associated with pathological eating attitudes. Regression analyses for males revealed that dieting, father occupation, desired body mass index and relationships with family and kin were associated with pathological eating attitudes. These findings were discussed with reference to relevant literature. Future research topics were suggested and therapeutic implications of the study were discussed.
Workman, Jamie L. "Undecided First Year College Students' Experiences with Academic Advising at Miami University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369836009.
Yaffe, Marvin. "First-year university students' adjustment to university life as a function of relationships with parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22934.pdf.
Dassanayake, B. M. C. Kannitha Chamroonsawasdi. "Factors related to smoking status among first year male students in Mahidol University Salaya Campus Thailand /." Abstract, 2003. http://mulinet3.li.mahidol.ac.th/thesis/2546/4537466.pdf.
Mydin, Kutty Faridah. "First-generation student transition to university : an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/364628/.
Riley, Paul Anthony. "The beliefs of first year Japanese university students towards the learning of English." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00001495/.
Dietrich, Leanne B. "Rural students in transition, the first year university experience from a rural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39817.pdf.
Ostaniewicz, Alexandra J. "Transitions '98, evaluation of a support group program for first-year university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/MQ44820.pdf.
McGhie, Venicia F. "Factors impacting on first-year students' academic progress at a South African university." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20090.
ENGLISH ABSTRACT: Research project explored the learning experiences of two groups of first-year students in the Faculty of Economic and Management Sciences, University of the Western Cape during the course of 2009/2010. The aim was to obtain insight into the learning challenges that these students encountered and the reasons why some of them were less successful in the learning process, while others were successful. The perspective of this study was therefore student centred. The project was undertaken against the backdrop of a higher education institution that caters mainly for so-called ‗disadvantaged‘ and ‗underprepared‘ students. Such students come predominantly from marginalised and poorly resourced education environments and socio-economic backgrounds, which suggests that they would find higher learning challenging and, as a result, would most likely experience failure in the learning process. The objective of the research project was two-fold: firstly, to identify and determine which factors have an impact on failure or successful completion of the first year of study in this faculty; and secondly, to derive from the data a socially situated, supportive and holistic learning approach that could assist more students to be successful in the learning process. The argument in the study was that learning is socially situated and constructed. To realise the objective, Vygotsky‘s social cultural theory and Bandura‘s social cognitive theory were used as theoretical orientation of the study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via written reflective pieces, a questionnaire and individual interviews and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An ‗open coding‘ strategy for the content analysis was used, but the approach for the analysis was not purely inductive. A student-centred analytical framework based in part on theories and findings of five studies conducted on student learning, failures and dropouts, and the context of UWC as HBU served as a framework for the analysis but new sub-themes also emerged from the data collected. The results of these two Case studies revealed that some of the students experienced multiple learning challenges simultaneously which increased in severity during the course of the academic year, and that, in Case 1, these challenges became too overwhelming and severe for the students and that was why they were less successful; while in Case 2, the students managed to overcome and deal with these challenges successfully. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of higher education and in the identification of enabling factors that could assist more students to be successful in their first year of study at a higher education institution. The findings provide guidelines for a socially situated, supportive and holistic learning approach that could help higher education institutions to mitigate the cumulative effects of learning on students‘ personal, academic and social lives.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek twee groepe eerstejaarstudente se leerervaring gedurende 2009/2010 in die Fakulteit Ekonomiese en Bestuurswetenskappe aan die UWK. Die doel was om insig te verkry in die leeruitdagings waarvoor hierdie studente te staan gekom het en die redes hoekom party van hulle min sukses in die leerproses behaal het, terwyl ander suksesvol was. Die perspektief in die projek was daarom gerig op die studente en hoe hulle the leerproses ondervind. Die projek is onderneem teen die agtergrond van ‘n instelling van hoër onderwys wat hoofsaaklik vir sogenaamd ‗benadeelde‘ en ‗swak voorbereide‘ studente voorsien. Sulke studente kom meestal uit ‘n gemarginaliseerde opvoedkundige en sosio-ekonomiese agtergrond met gebrekkige bronne, wat daarop dui dat hoër onderwys vir hulle ‘n uitdagings sal wees en dat hulle gevolglik heelwaarskynlik in die leerproses sal misluk. Die doelwit van die navorsingsprojek was tweevoudig: eerstens, om te bepaal watter faktore ‘n invloed het op die mislukking of geslaagde voltooiing van die eerste studiejaar aan hierdie fakulteit; tweedens, om uit die inligting ‘n sosiale gestruktureerde, ondersteunende en holistiese leerbenadering af te lei wat meer studente kan help om in die leerproses sukses te behaal. Die projek berus op die uitgangspunt dat die leerproses ‗n sosiaal gebaseerde en gestuktureerde proses is. Die teoritiese raamwerk was daarom gebaseer op Vygotsky se sosiale kulturele teorie en Bandura se sosiale kognitiewe teorie. Hierdie kwalitatiewe, vertolkende ondersoek word deur veelvoudige metodes van inligtinginsameling gekenmerk. Kwalitatiewe inligting oor die deelnemers se waarnemings is verkry deur middel van nadenkende skryfwerk, ‘n vraelys en individuele onderhoude, en die ontleding van die inhoud daarvan. Ook kwantitatiewe inligting is ingesamel, wat tot die triangulering van ryk, diepgaande inligting bygedra het. Daar is ‘n ‗oopkode‘-strategie vir die ontleding van die inhoud gebruik, maar die ontledingsbenadering was nie suiwer induktief nie. Ontleding het plaasgevind binne ‘n studente gebaseerde ontledingsraamwerk wat gegrond is op teorieë en bevindings uit vyf studies oor leer, mislukking en uitsakking onder studente asook die konteks van die UWK as historiese Swart inrigting. Unieke temas het ook uit die inligting in hierdie studie na vore gekom het. Die resultate van hierdie twee gevallestudies het getoon dat studente veelvoudige leeruitdagings tegelykertyd ervaar het wat al hoe meer geword het deur die loop van die jaar en dat hierdie uitdagings in die een geval te oorweldigend en straf vir die studente geraak het, sodat hulle min sukses behaal het. In die ander geval het die studente daarin geslaag om hierdie uitdagings te hanteer en dit suksesvol te oorkom. Hoewel die bevindings van hierdie projek gekoppel is aan die konteks waarin dit onderneem is, dra dit nietemin by tot die groeiende kennisbasis oor die terrein van hoër onderwys en oor die bepaling van bemagtigende faktore wat meer studente sou kon help om in hulle eerste studiejaar aan ‘n instelling van hoër onderwys sukses te behaal. Die bevindings bied riglyne vir ‘n sosiale ondersteunende holistiese leerbenadering vir akademiese steun wat instellings van hoër onderwys moontlik sal help om die kumulatiewe effek op die studente se persoonlike, akademiese en sosiale lewens in die leerproses te help verlig.
Kamhieh, C. "The leisure reading habits of first-year, female Emirati university students : an investigation." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11359/.
Henn, Erica D. "A study of injury and its prevention in first-year university dance students." Thesis, Temple University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111320.
The subject of dance and injury has become an increasingly important area of study for sports medicine, education, and dance studies. However, the majority of current research focuses on professional dancers or pre-professional dancers in a conservatory training context. The research typically overlooks dancers in a university setting who pursue baccalaureate-level dance programs. This small-scale research study therefore focuses on collegiate dancers in their first year of study in a liberal arts dance program. As this population often sustains injuries, the thesis project seeks to examine the management of injury strategies and to create injury prevention guidelines for the liberal arts dance department, its dance classes, and a hypothetical syllabus for a first-year injury prevention course. The research methodology adopts three approaches: a survey of the incoming freshman dance class at Temple University; a detailed study of six previously or currently injured dance students through interview; and a critical assessment of the research on dance injury. The injury prevention guidelines developed from the student injury surveys, interviews, and assessments will focus on basic, yet essential, information regarding injury management and misconceptions, and the guidelines will prepare collegiate-level dancers for future injury challenges they may face.
Abubu, Janiere. "Experiences of first-year University of the Western Cape nursing students during first clinical placement in hospital." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5115_1363011548.
In nursing education the clinical component comprises an important part of the students&rsquo
training. Clinical teaching and learning happens in simulated as well as real world settings. First&ndash
year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was &ldquo
Describe your experiences during your first placement in hospital?&rdquo
Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described theirexperience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients&rsquo
acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to 
provide practical and emotional support to students during their hospital placement
Moleli, Malehlohonolo Florence. "Protective factors that could foster resilience in first year students." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Strompolis, Melissa Elaine. "First-year college students self-reported problem structure, problem domains, and affective reactions." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000169.
Submitted to the Dept. of Psychology. Title from title page of source document. Document formatted into pages; contains 72 pages. Includes bibliographical references.
Lippi, Angela Luisa. "Critical factors of success for first-year students in four-year institutions : a university, faculty and student initiative /." Abstract, 2009. http://eprints.ccsu.edu/archive/00000568/01/2008ABSTR.htm.
Thesis advisor: H. Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 51-53). Abstract available via the World Wide Web.
Amado, Suzi. "Emotional Well-being Of The First-year University Students: Family Functioning And Attachment Styles." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606196/index.pdf.
and fearful attachment style, communication problems in the family and inappropriate family roles were found to associate with hopelessness. These findings were discussed with reference to relevant literature. Future research topics were suggested and thereupatic implications of the study were stated.
Barbarà, Molinero Alba. "Investigating the factors influencing professional identity on first-year university students: an exploratory study." Doctoral thesis, Universitat Rovira i Virgili, 2015. http://hdl.handle.net/10803/401741.
Considerando que la Identidad Profesional actúa como mediadora de la decisión de escoger un determinado camino profesional, la presente tesis tiene como objetivo contribuir en el conocimiento sobre este fenómeno, en el ámbito universitario, mediante la construcción de un marco conceptual integrativo de los factores que inciden en el proceso de construcción de la Identidad Profesional de los estudiantes universitarios de primer año. En primer lugar, se han identificado los diferentes factores que influyen en la Identidad Profesional, a través de un revisión de literatura exhaustiva, y de un estudio cualitativo con estudiantes universitarios de Turismo y Geografía, usando Focus Groups. Con los factores identificados, se ha creado un marco conceptual inicial. En segundo lugar, se ha construido y validado un nuevo instrumento que nos permite medir estos factores (Condicionales Externos, Condicionales Personales y Condicionales de Experiencia Educativa). En tercer lugar, se ha analizado la influencia que ejercen dichos factores en la fuerza de la Identidad Profesional de los estudiantes, mediante múltiples análisis de regresión jerárquica. Finalmente, en cuarto lugar, con la información obtenida, se ha construido un marco conceptual final. Éste integra los múltiples factores que influyen en la Identidad Profesional de los estudiantes de primero de grado, así como, las influencia ejercida por cada uno de ellos, considerando, por separado, los grados, las disciplinas y la muestra global. De este estudio se derivan múltiples implicaciones para la universidad en los ámbitos de reclutamiento y orientación profesional.
Taking into account that Professional Identity acts as a mediator to the decision to choose a specific professional path, the present thesis aims to contribute to the knowledge about this phenomenon, in the Higher Education context, through the construction of an integrative conceptual framework of the factors that affect the process of Professional Identity construction of the first-year university students. Firstly, the different factors that influence Professional Identity has been identified, through an exhaustive literature review and a qualitative study with university students from Tourism and Geography, using Focus Groups. Secondly, a new instrument that let to measure these factors (External Motivation Conditionals, Personal Motivation Conditionals, Educational Experience Conditionals) has been constructed and validated. Thirdly, the influence that the identified factors exert on student’s Professional Identity strength has been analysed by using multiple hierarchical regression analyses. Finally, fourthly, with the gathered information, a final conceptual framework has been constructed. This integrate the multiple factors that influence first-year university student’s Professional Identity, as well as the influence exerted by each of these factors, considering, separately, the bachelor degree, the disciplines and the whole sample. From this research, multiple implications for the university, in areas such as recruitment and counsellor guidance, arise
Carpenter, Donna Lyn, and d. carpenter@cqu edu au. "An Exploration of Learning Environments used by students in a first year University course." Central Queensland University. Computing Sciences, 2006. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.132217.
Hoi, Man-Nor Mandy. "Career development of first-year university students, a test of Astin's career development model." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ31034.pdf.
Qinisile, Nomawethu Patricia. "Perceptions of first-year students regarding engaging in sexual behaviours at a university campus." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80301.
ENGLISH ABSTRACT: The university environment provides many opportunities to be sexually active. University students are reported as tending to engage in high-risk behaviours related to sex, alcohol and drugs. First-year university students are reported to be most vulnerable, as they lack experience to make good and risk-aware decisions when it comes to sexual liaisons. Available initiatives aimed at improving sexual behaviours of students are reported as being implemented simply because they work well somewhere else, without prior assessment of the needs/characteristics of the target population. This can negatively affect their effectiveness. The following question motivated the study: What factors influence sexual behaviours of first-year students on a university campus? This study sought to describe the perceptions of first-year students about engaging in sexual behaviours at a university campus. To answer the research question, theory of planned behaviour (TPB) was applied as the framework of the study. The study was descriptive in nature. Data were collected by means of a self-administered questionnaire from a conveniently selected sample of 240 first-year university students from one campus in the Eastern Cape. The measuring instruments were constructed from the constructs of the TBP, namely attitudes (ATT), perceived social norms (PSN), perceived behavioural control (PBC), and behavioural intentions (BI). The SPSS was used to analyse data for frequencies of responses and multiple regression. Most participants reported being sexually active (85.3%) and the lack of provision of information on sexual issues from adults (parents (23.3%) and church authorities (10.8%) was apparent. Perceived social norms were the most prominent factor that showed to be predictive of sexual behaviours with three significant predictor variables, namely partner age difference (beta = .059, ρ< .040), number of sexual partners in 3 months (beta = .238, ρ< .008) and condom use (beta = .095, ρ< .014). Behavioural intentions also showed some prediction, to a lesser extent, with one predictor variable, namely age at first willing intercourse (beta = .86, ρ< .001). The results from this study suggested that targeting social norms in intervention efforts aimed at improving sexual behaviours of first-year university students in the target population could be beneficial. More studies to explore available social norms in this target group and intervention to change negative norms are recommended.
AFRIKAANSE OPSOMMING: Die universiteitsomgewing bied studente meer geleenthede om seksueel aktief te wees. Daarbenewens is universiteitstudente na bewering geneig om hoërisikogedrag met betrekking tot seks, alkohol en dwelmmiddels te openbaar. Eerstejaarstudente word as die kwesbaarste beskou, aangesien hulle die ervaring kortkom om goeie, risikobewuste besluite oor seksuele verhoudings te neem. Tog word die beskikbare inisiatiewe vir die verbetering van seksuele gedrag onder studente blykbaar slegs in werking gestel omdat dit elders goed werk, sonder om eers die behoeftes/kenmerke van die teikenpopulasie te bepaal. Dít kan die doeltreffendheid van dié inisiatiewe benadeel. Die vraag wat as beweegrede vir hierdie studie gedien het, was: Watter faktore beïnvloed die seksuele gedrag van eerstejaars op ’n universiteitskampus? Die navorsing wou dus ondersoek instel na eerstejaars se opvattings oor seksuele gedrag en seksuele verhoudings op ’n universiteitskampus. Om hierdie navorsingsvraag te beantwoord, is ’n teorie van beplande gedrag (TPB) as studieraamwerk gebruik. Die studie was beskrywend van aard. Data is met behulp van ’n vraelys van ’n gerieflik gekose steekproef van 240 eerstejaar-universiteitstudente op ’n enkele kampus in die Oos- Kaap ingesamel. Die deelnemers het self die vraelys ingevul. Die meetinstrumente is saamgestel uit die verskillende konstrukte van die TPB, naamlik houdings (ATT), waargenome sosiale norme (PSN), waargenome gedragsbeheer (PBC) en gedragvoornemens (BI). SPSS-sagteware is gebruik om die data vir die frekwensie van response en meervoudige regressie te ontleed. Die meeste deelnemers het aangedui dat hulle seksueel aktief is (85,3%), en die gebrek aan inligting oor seksuele kwessies vanaf volwassenes (ouers 23,3%) en die kerk (10,8%) blyk duidelik. Waargenome sosiale norme het as die sterkste voorspeller van seksuele gedrag na vore getree, met drie beduidende voorspellerveranderlikes, naamlik ouderdomsverskil met bedmaats (Beta = .059, p< .040), aantal bedmaats in drie maande (Beta = .238, p< .008) en kondoomgebruik (Beta = .095, p< .014). Gedragvoornemens het ook ’n mindere mate van voorspellingsvermoë getoon, met een voorspellerveranderlike, naamlik ouderdom met eerste gewillige seksuele omgang (Beta = .86, p< .001). Die resultate van hierdie studie dui daarop dat intervensiepogings om seksuele gedrag onder eerstejaar-universiteitstudente te verbeter, by ’n klem op sosiale norme kan baat vind. Verdere studies oor die bestaande sosiale norme van hierdie teikengroep, sowel as intervensie om negatiewe norme te verander, word aanbeveel.
Sirhan, Ghassan Abdel-Aziz Ahmad. "A study of the effects of pre-learning on first year university chemistry students." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/3989/.
Nowlan, Andrew Gerald Parker. "Identifying and exploring discrepancies in study abroad intent amongst first-year Japanese university students." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3007279/.
Teideman, Gillian. "Navigating learning during the first year at university for direct entry Physical Education students." Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/6a356b26-8811-4316-baf7-5d69a5d6cfb5.
Goss, Joanne Kate. "The relationship between self-efficacy and ways of coping of first-year university students." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1555.
Liley, Noel Suzanne. "Assessing the financial management habits of first-year students and seniors at Ball State University." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1204199.
Department of Educational Leadership
Dube, Bonani Hobane. "Transition to university : perceptions of first year Humanities students from impoverished backgrounds at the University of Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10350.
Hillstock, Laurie Giles. "Exploring pre- and post-admission characteristics of retained first-year students enrolled in non-proximal distance learning programs within public, 2-year colleges." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424842/.
Sieman, Ashley Mouberry. "Motivational Predictors of Academic Cheating Among First-Year College Students: Goals, Expectations, and Costs." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-12042008-105621/.
Sacks, David F. "The effects of the direct instruction of study strategies on first year college students' strategy use." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1187017715.
Van, Schalkwyk Susan C. "Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.
Power, John James. "A study exploring disordered eating patterns in first-year university students : student and service needs." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675424.
Mwanza, Gabriel. "Social networks : encouraging collaboration among first year undergraduate students at the University of Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11495.
Nibagwire, Jeanne D'Arc. "Factors influencing first year nursing students' career choice at a University in the Western Cape." University of Western Cape, 2020. http://hdl.handle.net/11394/7377.
The nursing profession is the backbone of the healthcare system glob-ally. However, due to the ongoing shortage of nurses there is a growing demand for nurses across the world. This demand puts pressure on the continued recruitment of new nursing students. The factors that influence students’ reasons for entering nursing vary and require investigation to improve recruitment practices.
Nibagwire, D'arc Jeanne. "Factors influencing first year nursing students’ career choice at a University in the Western Cape." University of Western Cape, 2019. http://hdl.handle.net/11394/7430.
The nursing profession is the backbone of the healthcare system glob-ally. However, due to the ongoing shortage of nurses there is a growing demand for nurses across the world. This demand puts pressure on the continued recruitment of new nursing students. The factors that influence students’ reasons for entering nursing vary and require investigation to improve recruitment practices
Lee, Shong Carmelita. "Exploring first-year, rural students computer acquisition experiences at an urban university in South Africa." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32769.
Zozulya, Maya. "Prevalence of suicidal ideations among first-year students at the University of the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5077.
This mini-thesis aims to gauge the extent of occurrences of suicidal ideations among a sample of first-year students at the University of the Western Cape. The study investigates whether differences among those with suicidal ideations exist with respect to gender, race, religious affiliation and faculty for which students are registered. The sample of the current study consisted of 161 students from two first year Psychology classes at the University of the Western Cape. Non-probability convenience sampling was used whereby only those students who attended the two lectures were asked to participate in the current study. Students self-completed a questionnaire which included a brief demographic section and a section with the Beck Scale for Suicide Ideation (BSS). The overall occurrence of suicidal ideations in the chosen sample was 26%. No significant differences among those with suicidal ideations in terms of gender, race, religion or faculty were observed. The results of this study highlight the importance of establishing prevention and intervention programmes on university campuses to create more awareness about suicide and offer more education to students on this topic in general, as well as to specifically offer counselling and support to students suffering from suicidal ideations.
Porteus, Kimberley Ann. "Exploring pedagogical innovation in core curriculum serving first year students in a South African University." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006254.
Matoti, S. N., and M. A. Lekhu. "Problems first-year university students bring to science classes and implications for teaching and learning." Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/392.
An exploratory study was conducted to investigate firstly, the contextual problems first-year university students experienced at their respective schools and secondly, the subject related-problems that they could be bringing to science classes and which could later affect their understanding of science concepts. The study is grounded in constructivism. A questionnaire was administered to all the 2007 First-year B.Ed (FET) Natural Science students at the Central University of Technology, Free State. The contextual problems identified by respondents included school, educator, examiner and student-related problems. Subject specific problem areas were identified in biology, chemistry and physics. The paper also reports on the preliminary results of some teaching interventions implemented in the three subjects. A Force Concept Inventory (FCI) test was administered to the physics students, and a concept test for chemistry group. Concept mapping as a teaching and learning strategy has been introduced in biology classes. Further research continues on the effectiveness of these interventions.
Tom, Reyagalaletsa Felicity. "Adjustment experiences and coping strategies of first-year students at the University of Limpopo (Turfloop Campus)." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1699.
First year at university is challenging. For most students adjustment to social and academic life entails a degree of stress and emotional difficulties. These difficulties can result in a greater risk of first year attrition. The study sought to understand and describe the adjustment experiences of a sample of first year students at the University of Limpopo (Turfloop Campus). Qualitative research was conducted to establish the lived experiences of the participants. Four focus groups were conducted, in all there were eighteen first year participants from different departments. Data were gathered by use of semi-structured interviews which allowed probing. Thematic Content Analysis was employed to glean themes from the data. The study concluded that some of the first year participants struggled to adjust to social and academic life at the institution. This was exacerbated by the presence of insufficient support from university personnel, financial problems, unmanageable workloads, and unfamiliar method of instruction. These participants tended to use negative coping mechanism such as ignoring problems, smoking marijuana and propositioning the opposite sex (males). However, some of the participants had positive adjustment experiences and used positive coping mechanisms such as working hard, interacting with lecturing staff, listening to music, interacting with peers and attending religious events. The study recommended that orientation for first year students should incorporate a programme that helped first year students understand the challenges they are likely to face.
Mii, Akiko Nate Hongkrailert. "Factors related to healthy eating behaviors among first year Mahidol University students in Salaya, Nakhon Pathom, Thailand /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4937990.pdf.
Pongboriboon, Yachai, and mikewood@deakin edu au. "Variables influencing the mathematics performance of first-year tertiary students: A case study." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.093515.
Lemmens, Juan-Claude. "Students’ readiness for university education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.
Thesis (PhD)--University of Pretoria, 2011.
Psychology
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