Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Each new student arriving at the university or college brings an assortment of expectations, different types and levels of academic competency, different levels of psychological well-being, a variety of attitudes, values and divergent life experiences. Each adjusts at his or her own rate and experiences life as a student in unique ways. The focus of this study is on the problems that are encountered by the first year student on arrival at the institution and throughout the course of his or her first year studies. Using both qualitative and quantitative research methods that include work-shopping many issues, a questionnaire and focus group interviews, this triangulation of data-collection techniques has helped to provide a rich and deep exploration of the perceived problem areas. The study examines various factors that are perceived as limiting the potential performance and achievement of the student, specifically academic aspects and those factors and circumstances that affect psychological well-being. The psycho-educational issues found to be perceived as problematic by both students and staff members are a lack of preparation and insufficient academic competencies that are necessary for successful tertiary education. Of critical concern with the resultant necessity of immediate intervention, are the lack of accountability and a fear of failure with concomitant anxiety. Issues other than psycho-educational problem areas are highlighted such as economic and social variables. Although not part of the study, issues such as lack of finance and the impact of HIV/AIDS cannot be ignored as they may have a possible detrimental effect on first year student achievement. As academic competency development and psychological well-being are but two areas of concern within the gestalt of student development, the study is conducted from a theoretical stance that embraces holistic student development. It is in this light of developing the student as a totality that an intervention programme is suggested, affording the new student many opportunities to develop all facets of his being. / Faculty of Education / D. Ed.

The purpose of the present study was to determine if differences exist between selected groups of male and female Anglo-American and Latin-American students with respect to scholastic aptitude as measured by the American College Test, temperament traits as measured by the Guilford-Zimmerman Temperament Survey, and beliefs in traditional values as measured by the Inventory of Beliefs.

Hierarchical regression was used to determine if high school community type is an effective predictor of academic success when controlling for demographics, prior academic achievement, socioeconomic status, and current commitment or work habits for students entering Austin College in 1992,1993, and 1994 . Findings revealed that there is a relationship between attending high school in community types of rural and independent town controlling for the effects of SAT scores, high school rank, sex, and late application deposit on first semester grade point average.

"The problem here is to determine the scholastic prediction in English at the college freshman level by means of the correlation coefficients of the following test scores and marks at North Texas State Teachers College..."--1.

"The major purpose of this study as (1) to revel by means of comparison the extent to which the college freshman and college senior woman is adjusting to the problems and conditions which confront her and the extent to which she is developing a normal, happy, and socially effective personality; (2) to interpret rightly the data collected from the group studies in order that plans for personality improvements may be made, and to offer a working basis for guidance in personality development; and (3) to study the social and economic factors concerning their home background the year preceding their entrance into the college, and to discover the effect, if any, upon the personal and social adjustment of each group."--2.

University of Macau / Faculty of Education

Not available / text

The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.

Each new student arriving at the university or college brings an assortment of expectations, different types and levels of academic competency, different levels of psychological well-being, a variety of attitudes, values and divergent life experiences. Each adjusts at his or her own rate and experiences life as a student in unique ways. The focus of this study is on the problems that are encountered by the first year student on arrival at the institution and throughout the course of his or her first year studies. Using both qualitative and quantitative research methods that include work-shopping many issues, a questionnaire and focus group interviews, this triangulation of data-collection techniques has helped to provide a rich and deep exploration of the perceived problem areas. The study examines various factors that are perceived as limiting the potential performance and achievement of the student, specifically academic aspects and those factors and circumstances that affect psychological well-being. The psycho-educational issues found to be perceived as problematic by both students and staff members are a lack of preparation and insufficient academic competencies that are necessary for successful tertiary education. Of critical concern with the resultant necessity of immediate intervention, are the lack of accountability and a fear of failure with concomitant anxiety. Issues other than psycho-educational problem areas are highlighted such as economic and social variables. Although not part of the study, issues such as lack of finance and the impact of HIV/AIDS cannot be ignored as they may have a possible detrimental effect on first year student achievement. As academic competency development and psychological well-being are but two areas of concern within the gestalt of student development, the study is conducted from a theoretical stance that embraces holistic student development. It is in this light of developing the student as a totality that an intervention programme is suggested, affording the new student many opportunities to develop all facets of his being. / Faculty of Education / D. Ed.