Examining Mental Health Differences between Transfer and Nontransfer University Students Seeking Counseling Services

Mehr, Kristin E.; Daltry, Rachel

doi:10.1080/87568225.2016.1140996

Cited by 25 publications

(41 citation statements)

References 17 publications

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“…Both DEs and TEs encounter challenges in their academic and social integration into university [10], such as large class sizes (DEs [32]; TEs [4]); impersonal organizational structures (DEs [33]; TEs [4]); the need to learn to exercise more self-discipline than in secondary school, adjustment to new learning styles [10]; and mental health issues (DEs [34]; TEs [13]). However, the adjustment experiences of the two groups of students can differ due to their different routes of entry.…”

Section: Differences In Adjustment Experiences Between Des and Tesmentioning

confidence: 99%

“…Studies involving both groups of students have focused mostly on their academic performances [4,[6][7][8][9][10][11][12]. Although the findings have been inconsistent, TEs have been shown to have similar, or even higher, grade point averages (GPAs) than DEs at graduation [4,13]. This could, however, be a result of the students' GPAs not accounting for the grades of subjects of which the credits have been transferred [4].…”

Section: Introductionmentioning

confidence: 99%

“…For instance, some studies have found the "transfer shock" phenomenon [4,14] in TEs. Besides, the term "campus culture shock" has been used to describe TEs' struggles with the new and unfamiliar university campus culture [13,15]. Compared with DEs, TEs have been found to have higher study loads [4], more mental health problems [13], and higher attrition rates [7].…”

Section: Introductionmentioning

confidence: 99%

“…Besides, the term "campus culture shock" has been used to describe TEs' struggles with the new and unfamiliar university campus culture [13,15]. Compared with DEs, TEs have been found to have higher study loads [4], more mental health problems [13], and higher attrition rates [7]. Another problem that has been identified in TEs is related to their integration, engagement and adaptation in university, which are thought to be tied strongly to academic success [10].…”

Section: Introductionmentioning

confidence: 99%

“…The other study, conducted by Wang and Wharton [12], found that TEs participated less in social activities such as campus or student organizations, and made less use of student support services. To fill the research gap and contribute to the literature, this study explored and compared the two groups' experiences of academic and social adjustment in their university studies, with the goal of identifying the factors affecting their active coping and satisfaction with the university [13,17].…”

Section: Introductionmentioning

confidence: 99%

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Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Cheung

Tsang

et al. 2020

IJERPH

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Psychological wellbeing is vital to public health. University students are the future backbone of the society. Direct and transfer entrants might encounter different adjustment issues in their transition from secondary school or community college to university studies. However, worldwide, the factors affecting their active coping and satisfaction with the university are currently unknown. The purpose of this study was to address this gap. Nine-hundred-and-seventy-eight direct entrants and 841 transfer entrants, recruited by convenience sampling, completed a cross-sectional survey study in 2018. A valid and reliable Hong Kong modified Laanan-Transfer Student Questionnaire (HKML-TSQ) was used to collect data. Multiple methods of quantitative data analysis were employed, including factor analyses, test of model fit, t-tests, correlations, and linear regression. The results showed that the transfer entrants had relatively less desirable experiences in their adjusting processes than did the direct entrants. There was evidence of both common and different factors affecting the two groups’ active coping and satisfaction with the university. Different stakeholders from community colleges, universities, and student bodies should work collaboratively to improve students’ transitional experiences before, during and after admission to the university.

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Section: Differences In Adjustment Experiences Between Des and Tesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Cheung

Tsang

et al. 2020

IJERPH

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Prevalence of anxiety, depression, and stress among students of Jahangirnagar University in Bangladesh

Alam

Masum²

2022

Health Science Reports

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Background and Aims Anxiety and depression, as well as stress, are well‐known problems observed across the world, particularly among students. This study intends to identify the level of anxiety, depression, and stress among university students and determine its association with their sociodemographic characteristics. Methods The primary data were collected from 351 students with the help of a self‐administrated questionnaire consisting of sociodemographic information and contains the Depression, Anxiety and Stress Scale‐21 Items (DASS‐21) instrument over the period December 8, 2019–January 23, 2020. The χ2 test is employed to find the association between the status of stress, anxiety, and depression level with selected sociodemographic variables, and confirmatory factor analysis is used to find interrelationships between DASS items. Results The results illustrate that no students have an extremely severe level of stress. However, the majority have a mild or moderate level of stress and it is associated with sex and residence (urban or rural). More than 40% of students have extremely severe anxiety. Results reveal that gender, residence (urban or rural), and family type of the students are linked with the anxiety level. The results also suggest that the type of accommodation of the students, their family type, and birth order are related to their depression level at a 5% level of significance. The findings also disclose that female students have more levels of depression, stress, and anxiety than their counterparts. Conclusion Considering the finding, the authors think that the university authority should pay a need for greater interest to the mental well‐being of students to enhance their quality of life. Given the harmful impacts of stress on academic performance and health, university administrators should be incorporating anxiety, stress, and depression management training in orientation activities.

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Designing an Evidence-based Mental Health Intervention Alongside University Students

Williams

Pinto

Abrahim

et al. 2023

Lecture Notes in Computer Science

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Examining Mental Health Differences between Transfer and Nontransfer University Students Seeking Counseling Services

Cited by 25 publications

References 17 publications

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Prevalence of anxiety, depression, and stress among students of Jahangirnagar University in Bangladesh

Designing an Evidence-based Mental Health Intervention Alongside University Students

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