Examining social adjustment to college in the age of social media: Factors influencing successful transitions and persistence

Gray, Rebecca; Vitak, Jessica; Easton, Emily; Ellison, Nicole B.

doi:10.1016/j.compedu.2013.02.021

Cited by 148 publications

(113 citation statements)

References 60 publications

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“…Research has documented orientation outcomes including increased self-esteem, establishment of social support networks, and increased retention (Boening & Miller, 2005;Gray, Vitak, Easton, & Ellison, 2013;Hunter, 2006;Jamelske, 2009;Mayhew et al, 2010).…”

Section: Orientationmentioning

confidence: 99%

“…Student participation in orientation is a significant positive predictor of personal, social, and academic adjustment to college (Boening & Miller, 2005;Gray et al 2013). Hollins (2009) states, "The most underemphasized strategy for promoting student success at community colleges is the development and implementation of an intentional, comprehensive approach to orienting new students to the college environment".…”

Section: Orientationmentioning

confidence: 99%

See 1 more Smart Citation

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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With increased public pressure to impact student success, assess student learning and increase completion outcomes at community colleges, mandatory orientation can be an important first step on the path to success. Colleges also need to identify opportunities for assessing co-curricular learning in student affairs programs and functions. This study describes the process of implementing a mandatory new student orientation at a community college in Colorado. The program assessment included data collection at the individual student level to document student learning, and more broadly to demonstrate that the program contributed to increases in student retention outcomes and documented student learning from the beginning of the college transition process. The authors found statistically significant differences in student learning about key on boarding topics following orientation and the new student orientation also contributed to a seventeen percent increase in fall to spring retention of new students.

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Section: Orientationmentioning

confidence: 99%

Section: Orientationmentioning

confidence: 99%

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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“…In our study, 42% of probation students saw themselves as being different from their fellow students, and 40% would, given the chance to do so, choose other fellow students. Gray, Vitak, Easton, & Ellison (2013) and Plant, Ericsson, Hill, & Asberg (2005) had pointed out the influence of extracurricular activities pertaining to academic probation. In our study, extracurricular activities and family issues were also found to play a part in academic probation.…”

Section: Social Factorsmentioning

confidence: 99%

“…Boyer and Sedlacek (1988) indicated that social support also predicts GPA. Gray, Vitak, Easton and Ellison (2013) found that a strong sense of integration is an important element for future academic success. Being well integrated into social life at college, having a supportive network and good relationships with staff are important components of social adjustment (Gerdes & Mallinckrodt, 1994).…”

Section: Introductionmentioning

confidence: 99%

Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

Atay¹,

Ruppert²,

Gülmez³

et al. 2017

PSYCH

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Probation is the academic status of students who do not meet minimum academic criteria of Grade Point Average (GPA) as specified by the university. Probation furthermore restricts the amount of credits that can be loaded. It is a growing problem with many different causes. It has been studied for many years with e.g. The Student Adaptation to College Questionnaire (SACQ) consists of four subscales that are social adjustment, personal-emotional adjustment, academic adjustment and institutional attachment (Gerdes & Mallinckrodt, 1994). In 2014, Istanbul Technical University (ITU) Dean of Student and Registrar's Office published the General Statistical Evaluation Report highlighting the issue of academic probation. In this study the authors aimed to identify the reasons of academic probation and to set up an intervention model at the University Career Centre. For this purpose, semi-structured interviews and group discussions were conducted with 182 undergraduate academic probation students from 13 faculties. Data analysis using Qualitative Data Analysis Software (MAXQDA) was used to identify the reasons for academic probation. Once the reasons had been identified, existing tools were improved and new tools were developed. After the implementation of various intervention measures such as promoting career summits, setting up a web portal, informing the administration of the university of the importance and necessity of creating open areas, the results were analysed. At the end of a two-year period of strenuous efforts, the effectiveness of those measures was evident as the probation rate had dropped from 23.46% to 17.08% (ITU Dean of Student and Registrar's

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“…For example, students may configure their social media accounts to stream campus news and announcements to be notified about campus and community events and developments (Achen, 2015;Junco, 2012). Configuring their social media to stream information about campus activities is likely to increase student awareness of opportunities that lead to increases in student engagement, participation and a sense of belonging to the institution (Gray, Vitak, Easton, & Ellison, 2013). Thus, students who use social media to keep informed about campus and community events and opportunities may be more engaged and committed to the institution and associated community, which is likely to be perceived as a positive academic outcome for the use of social media.…”

Section: Potential Academic Benefits Of Student Engagement In Social mentioning

confidence: 99%

Snap, Tweet and Post: College Student Social Media Perceptions and Heutagogic Practices and Uses

Nadelson

Berg

Fox

et al. 2017

IJHE

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The nearly ubiquitous access to technology and the diversity of social media sites has provided students with easy access to a wide range of information and opportunities for interaction with other individuals. The nature of social media creates a context in which students can determine when they view information, the duration of the viewing, where they view their social media and why they choose to view the media. The conditions of social media interactions present an opportunity for self-determined learning, or heutagogy. While heutagogy takes place multiple time during a student's average day, the self-determined nature of the learning may lead to issues associated with challenges to self-regulation and anti-social behaviors. To study student self-determined perceptions and engagement with social media we developed a mixed methods survey gathering quantitative and qualitative data from 71 undergraduate students. Our results reveal students do self-determine multiple aspect of their engagement with social media including the norms they use for engagement. We also found that the students perceived that they gave up other activities to engage in social media, and were likely to spend more time studying, exercising, and bettering themselves of they did not spend time interacting with social media.

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Examining social adjustment to college in the age of social media: Factors influencing successful transitions and persistence

Cited by 148 publications

References 60 publications

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

Snap, Tweet and Post: College Student Social Media Perceptions and Heutagogic Practices and Uses

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