Personal development, resilience theory and transition to university for 1st year students

Pickard, Luke; McKenna, James J.; Brunton, Julie; Utley, Andrea

doi:10.4995/head17.2017.5172

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…Predictive models in the current study highlighted the importance of students establishing social connections and becoming more self-determined for building their resilience. Refining the behaviours that develop autonomy may liberate participants to self-regulate and develop concern for others; these are important qualities for new students to deal with difficulties encountered at university [4,6,7,8].…”

Section: Discussionmentioning

confidence: 99%

“…Starting university will require students to use self-discipline to manage their academic progress alongside a possible influx of stressors, including financial uncertainty, time constraints, establishing new relationships and conforming to new social norms [2,3]. Persistent exposure to combinations of stressors in an unfamiliar environment and without established social networks may make university inductees more vulnerable to psychological and physical health problems compared to other populations [4,5,6].…”

Section: Introductionmentioning

confidence: 99%

“…Across the last decade, a global pattern of poor mental health and non-completion of first year students has been reported [6,7,8,9,10]. A number of factors have been proffered to explain this problem.…”

Section: Introductionmentioning

confidence: 99%

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Outdoor Adventure Builds Resilient Learners for Higher Education: A Quantitative Analysis of the Active Components of Positive Change

Allan

McKenna

2019

Sports

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The inability of young adults to adapt to university life has been attributed to their declining resilience. Resilience refers to any individuals’ capacity to change or modify behaviour in response to environmental hazards, so they thrive. Outdoor Adventure (OA) residential programmes have helped higher education inductees to acquire skills associated with resilience such as increased self-perception, better interpersonal relationships. However, this study addresses important gaps in existing literature by deploying a high-quality research design to examine the short-term impact of OA experiences on inductees’ resilience and to identify the active components of those experiences that best cultivate inductees’ adaptive capabilities. Multivariate analyses evaluated the efficacy of OA programming to build the resilience of over 2500 inductees. Significant positive gains were reported in the resilience of inductees attending 1-week residential OA programmes measured by an Effect size (ES) = 0.38 and 6.29% increase. Compared to students inducted at university, this represented an 8.35% greater increase in resilience (ES difference = –0.526). Camp-based experiences such as mastering new skills, developing new relationships and being female predicted heightened resilience. A defined blend of embodied, adventure-based meaningful challenges provides a template for helping university inductees to re-adjust, grow and persevere.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Outdoor Adventure Builds Resilient Learners for Higher Education: A Quantitative Analysis of the Active Components of Positive Change

Allan

McKenna

2019

Sports

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“…Besides, they will meet new friends and lecturers which affect their social life during their time in the campus. A previous study by Pickard [1] mentioned about how the transformation of the latest level of education to the next level of education brings an individual to experience a certain obstacles as the mean of adaptation to multiple variables. Therefore, the students need to deal with those conditions well in order to be success in the college life.…”

Section: Introductionmentioning

confidence: 99%

Challenge in Learning English: Understanding Student Resilience

Permatasari¹,

Rahayu²,

Mudofir³

et al. 2021

Proceedings of the First International Conference on Economics, Business and Social Humanities, ICONEBS 2020, November 4-5, 202

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Resilience is the way how an individual deal with obstacles or problems. Some factors influence each student's resilience, outside and inside of each individual, called as risk and protective factors. This research was aimed to identify the risk and protective factors that affect the student's resilience. Moreover, the objective was also to find out how those factors affected the student's resilience. The scope of the research was the student of English Department in the first year that got GPA lowers than 3.00. This case study collected the data by exploring the academic score, conducting biographical research by interviewing the student and the lecturers, and analyzing interviewsessions-diaries of the student. The findings showed that the risk factor affecting the student's resilience came from the environment, in which the family was less supportive and low expectation. Furthermore, the protective factors which affecting the student's resilience are low family stress and good child relationship. Dealing with how those factors affecting the student's resilience, it was found that the less supportive aspect made the student did not bond with parents that caused low surveillance for the student's achievement. Besides, the low expectation from the family established low resilience.

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“…The transition from High School to College challenges students to adjust or adapt to new experiences on campus. Poor adaptation and transition on campus can lead to poor student experiences and eventual dropout Pickard et al (2017). The research showed that students who dropped out in the first academic year had a low willingness and effort to learn and low persistence when faced with difficulties, often doubted their abilities, and felt less in control of their actions Ayala and Manzano (2018).…”

Section: Introductionmentioning

confidence: 99%

Resilience, Religious Orientation, and Emotion Regulation Among First-Year Theological Students

Sitepu

Simamora

Hasugian³

2021

Int. J. Res. Granthaalayah

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The purpose of this study was to determine the relationship between religious orientation, emotion regulation, and resilience of first-year theological students. The total sample used in this study was 59 first-year theological students at a theological college in Indonesia. The results show a statistically significant positive relationship between religious orientation, emotion regulation, and resilience. The results also show that the effective contribution of emotion regulation is higher than the religious orientation towards resilience. These results indicate the importance of emotional regulation training and religious orientation education to develop resilience in the lives of first-year theological students.

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Personal development, resilience theory and transition to university for 1st year students

Abstract: The study aimed to determine whether an outdoor orientation programme (OOP)

Cited by 4 publications

References 9 publications

Outdoor Adventure Builds Resilient Learners for Higher Education: A Quantitative Analysis of the Active Components of Positive Change

Outdoor Adventure Builds Resilient Learners for Higher Education: A Quantitative Analysis of the Active Components of Positive Change

Challenge in Learning English: Understanding Student Resilience

Resilience, Religious Orientation, and Emotion Regulation Among First-Year Theological Students

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