Changes in the Construct Systems of First-Year University Students: Impact on Psychological Symptoms and Problem-Solving Skills

Ribeiro, Eugénia; Feixas, Guillem; Maia, Ângela; Senra, Joana; Dada, Gloria

doi:10.1080/10720537.2012.629119

Cited by 12 publications

(8 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Many respondents (87%) reported that they knew what the lecturers expected of them. Only 40 per cent had not yet spoken to any of the lecturers, which was strongly acknowledged by Ribeiro et al (2012).…”

Section: Resultsmentioning

confidence: 99%

Trend analysis of first year student experience in university

Lekena¹,

Bayaga

2018

SAJHE

View full text Add to dashboard Cite

Using the theoretical framework of Tinto (2013), the first objective of the current research was to establish first year students' experience in the first few weeks of their studies in university, and the second objective addressed some of the problems they faced within those first few weeks. Based on the research objectives, data was collected using a questionnaire data. The total number of participants in the survey was 4 020. This represented 27 per cent (4 020 out of 15 217) of all University of the Mega Don (pseudonym) first year students registered in 2014. Findings of the study revealed that 34 (0.9%) of the surveyed students reported that they have disabilities. Of all these students with disability, the majority (327 out of 338 (96.7%) are not registered with the disability office. Over 50 per cent of students, typically those from low-income or deprived circumstances, dropout due to financial struggles to carry the direct and indirect costs of university attendance. Some of dropout as the financial circumstances depreciate. Findings further indicated that late registration and other reasons were the cause of 1 001 (25.7%) of the surveyed students not attending orientation. orientation. However, almost half (1 604 / 48.5%) of the surveyed students would like some of the orientation sessions to be offered again later in the year. The outcome of study revealed that 1 835 (47.3%) of the students were ignorant of where the Student Development Support (SDS) was located on their campus. Just under 50 per cent (47.5%) of the students who participated in the study were unhappy with their living places. The findings further showed that 1 187 (31.8%) of the participants encountered difficulties with transport. The majority of the respondents 2 827 (74.9%) would choose University of the Mega Don again if they were re-choosing a University. Most of the surveyed students, 58.3 per cent, valued their experience at University of the Mega Don between good and very good.

show abstract

Section: Resultsmentioning

confidence: 99%

Trend analysis of first year student experience in university

Lekena¹,

Bayaga

2018

SAJHE

View full text Add to dashboard Cite

show abstract

“…Se empleó RepGrid para realizar entrevistas a 17 estudiantes, con las cuales se identificaron ocho categorías de razones de los estudiantes para el uso de los medios de comunicación en contextos de aprendizaje. Ribeiro et al (2012) exponen los resultados de un estudio en el cual se utilizó el RepGrid para evaluar los niveles de síntomas psicológicos, habilidades de resolución de problemas y auto-construcciones en 28 estudiantes, tanto al inicio como al término del primer año de universidad. Se obtuvieron 15 constructos que fueron utilizados en un estudio cuantitativo posterior.…”

Section: Repgrid En Educacion Superiorunclassified

La Técnica Grilla de Repertorio (Repertory Grid): Un Método para el Estudio de la Cognición en la Evaluación de Habilidades Docentes

2016

View full text Add to dashboard Cite

* Autor a quien debe ser dirigida la correspondenciaRecibido Ago. 5, 2015; Aceptado Oct. 14, 2015; Versión final Nov. 19, 2015, Publicado Abr. 2016 Resumen El propósito de este estudio es presentar una propuesta metodológica para elicitar los constructos utilizados por los estudiantes para evaluar las habilidades y desempeños docentes. La propuesta se centra en la utilización de la Teoría de Constructos Personales y de su técnica de mapas cognitivos, conocida como Grilla de Repertorio (Repertory Grid). En particular, la propuesta describe las características deseables de los entrevistados, un proceso consistente en cuatro pasos, y el análisis posterior sugerido. Este enfoque se orienta a fortalecer las mayores debilidades de los procesos de evaluación docente: (i) instrumentos adhoc no validados, (ii) basados en teorías que no reflejan la realidad y madurez de un contexto, (iii) conveniencia política y (iv) una baja incidencia y participación percibida por los estudiantes. El estudio muestra que si bien RepGrid fortalece el método de los cuestionarios en el proceso de la evaluación docente, su efectividad final está determinada por su utilización en conjunto con otros métodos de evaluación del desempeño. Palabras clave: grilla de repertorio, evaluación de habilidades docentes, universidad, propuesta The Repertory Grid Technique: A Method for the Study of Cognition in Teaching Skills Assessment AbstractThe aim of this study is to present a proposal to elicit the constructs used by students to evaluate the abilities and teaching performance. The proposal focuses on the use of personal construct theory and its cognitive mapping technique, known as Repertory Grid. In particular, the proposal describes the desirable characteristics of respondents, a process consisting of four steps, and subsequent analysis suggested. This approach is intended to strengthen major weakness of teaching assessment processes: (i) ad-hoc not validated instruments, (ii) based on theories that do not reflect reality and maturity of a context, (iii) political convenience, and (iv) a low incidence and perceived participation by students. The study shows that, although RepGrid strengthen the questionnaire methodology in the process of teaching evaluation, its final effectivity is determined by its use in conjunction with other evaluation methods.

show abstract

“…The difference between elements, as measured by the standardised element Euclidian distance, measures the extent to which an individual perceives themselves as similar (<0.5) or different (>0.5) to other elements (Winter, 1992). Previous studies have considered the difference in construing between the self and ideal self generated by repertory grid data; a greater difference between these elements is considered to be representative of low selfesteem and psychological distress (B€ oker et al, 2000;Ribeiro et al, 2012). Changes in this distance following psychology interventions are commonly reported in studies using repertory grid technique (Winter, 2003).…”

Section: Introductionmentioning

confidence: 99%

Using repertory grid techniques to measure change following dialectical behaviour therapy with adults with learning disabilities: two case studies

McNair

Woodrow

Hare

2015

Brit J Learn Disabil

View full text Add to dashboard Cite

Accessible summary• Dialectical behaviour therapy (DBT) can be adapted for individuals with learning disabilities. DBT aims to teach people how to control their feelings, communicate with other people, manage distress and be more self-aware.• This article presents the case studies of two adults with learning disabilities who completed DBT and shows how their opinions of themselves and others changed.• The results discussed include overall change in construing, changes in self-esteem and changes in dilemmas they had about themselves before DBT. AbstractBackground: Government strategy indicates that individuals with learning disabilities should have access to adapted psychological therapies. Dialectical behaviour therapy (DBT) is recommended for the treatment of borderline personality disorder (BPD); however, there is little published research regarding whether it can be appropriately adapted for adults with learning disabilities. The research available primarily focuses on measures of behavioural and psychiatric change, with little emphasis on the psychological changes that occur. Materials and Methods: Two case studies are presented that using repertory grid technique, based on personal construct psychology (PCP). Both individuals completed repertory grids prior to, and following, adapted DBT for adults with learning disabilities within a specialist community psychology service in the United Kingdom.Results: The case studies show some of the psychological changes that have occurred within adults with learning disabilities who received adapted DBT within a community psychology service. Changes included altered self-esteem and dilemmas individuals have about themselves. Conclusion:The contrasting case studies demonstrate the complexity and idiosyncrasy of the experiences of individuals with learning disabilities who receive DBT,The Official Journal of the British Institute of Learning Disabilities and discuss how this information can be integrated into clinical practice.

show abstract

Changes in the Construct Systems of First-Year University Students: Impact on Psychological Symptoms and Problem-Solving Skills

Cited by 12 publications

References 12 publications

Trend analysis of first year student experience in university

Trend analysis of first year student experience in university

La Técnica Grilla de Repertorio (Repertory Grid): Un Método para el Estudio de la Cognición en la Evaluación de Habilidades Docentes

Using repertory grid techniques to measure change following dialectical behaviour therapy with adults with learning disabilities: two case studies

Contact Info

Product

Resources

About