scholarly journals Heavy drinking across the transition to college: Predicting first-semester heavy drinking from precollege variables

2007 ◽  
Vol 32 (4) ◽  
pp. 819-835 ◽  
Author(s):  
Kenneth J. Sher ◽  
Patricia C. Rutledge
Keyword(s):  
Heavy Drinking ◽  
Transition To College ◽  
First Semester ◽  
Precollege Variables

Impulsivity predicts heavy drinking over the first semester of residential college living

2014 ◽  
Author(s):  
Natalie J. Loxton ◽  
Genevieve Dingle ◽  
Richard Bunker ◽  
Valerie Wong
Keyword(s):  
Heavy Drinking ◽  
Residential College ◽  
First Semester

scholarly journals Organized Activity Involvement Across the Transition to College

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Nicole Arola Anderson ◽  
Brynn Huguenel ◽  
Amy Bohnert ◽  
Colleen Conley
Keyword(s):  
Longitudinal Study ◽  
Positive Affect ◽  
College Adjustment ◽  
Transition To College ◽  
Residential Status ◽  
Activity Involvement ◽  
First Semester ◽  
Activity Intensity ◽  
Multiple Dimensions ◽  
High School To College

This longitudinal study examined multiple dimensions of organized activity involvement during the first semester of college – including intensity, breadth, and continuity– and their relation to college adjustment. Results indicated that organized activity intensity during the first semester was positively associated with optimism, and organized activity continuity discrepancy from high school to college was positively associated with positive affect. Additionally, residential status moderated the relation between organized activity continuity discrepancy and optimism, as well as the relation between organized activity intensity and positive affect. Gender also moderated the relation between organized activity breadth and positive affect.

Attachment and Student Success During the Transition to College

2013 ◽  
Vol 33 (2) ◽  
pp. 16-28 ◽  
Author(s):  
Robert M. Kurland ◽  
Harold I. Siegel
Keyword(s):  
High School ◽  
Student Success ◽  
Academic Advising ◽  
Transition To College ◽  
Attachment Anxiety ◽  
College Student Success ◽  
Grade Point ◽  
First Semester ◽  
Academic Locus Of Control ◽  
And Gender

We used 2 studies to examine attachment security and college student success. In the 1st study, 85 first-semester students provided information on attachment dimensions and psychological, ethical, and social indices. More anxious students performed worse academically in college than they had in high school and indicated they would be more willing to cheat; they also scored lower on measures of academic locus of control and self-esteem than their peers. Securely attached students reported low levels of depression and anxiety. Findings were supported with regression analysis conducted with controls for attachment avoidance, high school grade-point average, and gender. A 2nd follow-up study showed that college students who had plagiarized papers reported high levels of attachment anxiety. The contribution of attachment theory to academic advising is discussed.

scholarly journals Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students

2019 ◽  
Vol 2 (2) ◽  
pp. 70-84
Author(s):  
Emily E Virtue
Keyword(s):  
Identity Development ◽  
Popular Literature ◽  
Transition To College ◽  
First Year ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Identity Exploration ◽  
First Year Students ◽  
First Semester ◽  
Bridge Program

The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.

scholarly journals Parallels

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Kenneth W. Borland Jr.
Keyword(s):  
Study Abroad ◽  
Transition To College ◽  
First Year ◽  
Study Abroad Programs ◽  
First Semester ◽  
Student Transition ◽  
American Students ◽  
Significant Research ◽  
The Usa ◽  
Transition Issues

American students are participating in study abroad programs in increasing numbers. While there is significant research on the first year of transition to college, little is known about the study abroad student's first semester in the program. This study is designed to determine the parallels, if any, between student transition experiences during the first semester of college in the USA and the first semester of study abroad for American students. The research indicates that students planning to study abroad are in need of increased information on transition issues and that study abroad students often face issues more challenging than those of their first semester of study USA.

scholarly journals “What Will I Experience in My College STEM Courses?” An Investigation of Student Predictions about Instructional Practices in Introductory Courses

2019 ◽  
Vol 18 (4) ◽  
pp. ar60 ◽  
Author(s):  
Clara L. Meaders ◽  
Emma S. Toth ◽  
A. Kelly Lane ◽  
J. Kenny Shuman ◽  
Brian A. Couch ◽  
...  
Keyword(s):  
Instructional Practices ◽  
Undergraduate Students ◽  
First Generation ◽  
Transition To College ◽  
Medium Size ◽  
Observation Data ◽  
Stem Majors ◽  
First Semester ◽  
Course Work ◽  
And Mathematics

The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course work, we investigated the extent to which incoming expectations of course activities differ based on student demographic characteristics, as well as how these expectations align with what students will experience. We surveyed more than 1500 undergraduate students in large introductory STEM courses at three research-intensive institutions during the first week of classes about their expectations regarding how class time would be spent in their courses. We found that first-generation and first-semester students predict less lecture than their peers and that class size had the largest effect on student predictions. We also collected classroom observation data from the courses and found that students generally underpredicted the amount of lecture observed in class. This misalignment between student predictions and experiences, especially for first-generation and first-semester college students and students enrolled in large- and medium-size classes, has implications for instructors and universities as they design curricula for introductory STEM courses with explicit retention goals.

Attachment, Appraisal Support, and the Transition to College Among Underrepresented Students

2017 ◽  
Vol 7 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Joseph S. Tan ◽  
Noelle M. Hurd ◽  
Jamie N. Albright
Keyword(s):  
Depressive Symptoms ◽  
Undergraduate Students ◽  
Underrepresented Students ◽  
Transition To College ◽  
Life Transition ◽  
Secure Attachment ◽  
Predominantly White Institution ◽  
First Semester ◽  
Appraisal Support ◽  
Peer Appraisal

This study investigated associations among attachment to caregivers, peer appraisal support, and depressive symptoms during the transition to college among underrepresented college students attending an elite predominantly White institution (PWI). It was hypothesized that more secure attachment to caregivers would be related to reductions in the experience of depressive symptoms during the transition to college both directly and indirectly through peer appraisal support. Participants in this longitudinal study included 340 first-year undergraduate students attending a selective PWI. The results of this study show that secure attachment to caregivers was related to fewer depressive symptoms during the first semester of college and indirectly related to reductions in depressive symptoms from the first to the second semester through increased peer appraisal support. The results of this study suggest an enduring role of attachment to caregivers in underrepresented students’ mental health during this challenging life transition.

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