The Best that I Can Be: A Case for a Strengths-Based Approach during the First‑Year Experience

Abstract

More South African research is needed that examines the application of positive psychology to assist students in navigating the stressful first-year experience by identifying, developing and applying signature strengths. This article reports on a mixed methods study that investigated the efficacy of a strengths-based development programme presented to a sample of 55 first-year university students (mean age = 19.77, SD = 1.50, female = 60%). Quantitative data were collected in a pre-and post-intervention manner using the Personal Growth Initiative Scale, the Subjective Happiness Scale, the Satisfaction with Life Scale and the Strengths Use and Deficit Improvement Questionnaire. Qualitative data were collected in individual semi-structured interviews (n = 12, age range = 18-22). Significant changes between the pre-and post-test scores emerged when comparing the quantitative data. The qualitative analysis pointed to aspects that participants regarded as beneficial to the efficacy of the strengths-based programme. Collectively, the data integration suggested that the intervention had a positive impact on participants' sense of well-being and contributed to enhancing the first-year experience. Limitations and areas for further research conclude the discussion.

Developing Mindsets: A Qualitative Study among First-Year South African University Students

“…Amongst other things, the inclusion of factors that promote reasoning, resilience, and responsibility could not only enhance the core academic curriculum but also holds promise for the holistic development of students (Seligman et al, 2009;Sinclair, 2019). Consequently, the findings reported here support the existing literature that calls for greater emphasis on nonintellective factors as avenues to support students during the FYE and other initiatives (Duckworth, 2016;Dweck, 2006;Mason, 2019).…”

“…Fifth, generating evidence for the efficiency of support programmes has become a critical aspect in the higher education context (Mason, 2019;Van den Bergh, 2018). Specifically, this study has highlighted the importance of engaging in scholarly practice by empirically studying students' experiences of support programmes, amongst other things.…”

“…It is suggested that staff involved in student support should also consider embracing the principles of programme monitoring and evaluation when offering programmes to students. The benefits of adopting a monitoring and evaluation approach in student support, such as obtaining qualitative evidence depicting students' lived experiences, can assist in ensuring that support initiatives move from the periphery of the academic project to the heart of access and success (Mason, 2019;Van den Bergh, 2018;Van Lingen et al, 2019). are advised to include measures of students' openness towards learning and self-growth in future studies to develop a more in-depth understanding of different conceptions between students.…”

“…Although previous studies have accumulated critical knowledge on the importance of students' individual attributes and the features of the university setting concerning the academic success and wellbeing of students, some issues remain underexplored (Adler, Seligman, Tetlock, & Duckworth, 2016;Anderson, 2016;Bowers & Lopez, 2010). For example, the operationalisation of mindset within the student support context has received little attention, especially within a South African setting (Mason, 2019;Van den Bergh, 2018). Assisting students in developing growth mindsets could not only help them in enhancing academic performance, but also aid in improving the capacity to deal effectively with a range of life challenges (Anderson, 2019).…”

Exploring the Benefits for First-Year University Students Joining Peer Groups: A case study of a South African University

“…Third, during the incorporation stage, students may struggle to adapt to the university setting and experience social and academic challenges (Tinto, 2009(Tinto, , 2012. Many universities offer support and other services to assist students in adequately managing the transition period (Mason, 2019). A growing body of literature also indicates that students can benefit from support-related services and programmes, such as orientation programmes (Chigeza et al, 2018;Keup & Barefoot, 2005).…”