Effects of identity processing styles on academic achievement of first year university students

2013 ◽  
Vol 27 (3) ◽  
pp. 311-322 ◽  
Author(s):  
Joseph Seabi ◽  
Jarrod Payne
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
First Year ◽  
Processing Styles ◽  
First Year University ◽  
Identity Processing

A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university

2019 ◽  
Vol 22 (3) ◽  
pp. 403-418 ◽  
Author(s):  
Jenny Veldman ◽  
Loes Meeussen ◽  
Colette van Laar
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Social Class ◽  
Social Identity ◽  
University Students ◽  
Social Adjustment ◽  
First Generation ◽  
First Year ◽  
The Social ◽  
First Year University

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

scholarly journals Relationships between learning approach, procrastination and academic achievement amongst first-year university students

2016 ◽  
Vol 74 (5) ◽  
pp. 757-774 ◽  
Author(s):  
Rannveig Grøm Sæle ◽  
Tove Irene Dahl ◽  
Tore Sørlie ◽  
Oddgeir Friborg
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
First Year ◽  
Learning Approach ◽  
First Year University

scholarly journals Binge Drinking, Cannabis Co-Consumption and Academic Achievement in First Year University Students in Spain: Academic Adjustment as a Mediator

2020 ◽  
Vol 17 (2) ◽  
pp. 542 ◽  
Author(s):  
María Fernanda Páramo ◽  
Fernando Cadaveira ◽  
Carolina Tinajero ◽  
María Soledad Rodríguez
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Binge Drinking ◽  
Academic Adjustment ◽  
Mediation Effect ◽  
First Year ◽  
Grade Point ◽  
Cannabis Consumption ◽  
First Year University ◽  
The Impact

Little is known about how binge drinking or the combination of binge drinking and cannabis consumption affect academic achievement in students during the transition to university, or about the mechanisms that mediate this relationship. The purpose of this study was to evaluate the association between this pattern of alcohol/cannabis consumption and academic achievement, considering academic adjustment as a possible mediator. A total of 258 Spanish, first-year university students (145 females and 113 males), enrolled in undergraduate degree courses, were categorized into three groups on the basis of their patterns of alcohol/cannabis consumption: control, binge drinkers and co-consumers. The findings showed a significant effect of the combined binge drinking/cannabis consumption, but not of binge drinking alone, upon academic achievement and academic adjustment. Grade point average (GPA) and academic adjustment were lower in the co-consumers than in the other groups. Regarding the mediation effect, 34.33% of the impact of combined alcohol/cannabis use on GPA was mediated by academic adjustment. The combined consumption of alcohol and cannabis led to difficulties in adaptation to academic life, which in turn contributed to poorer performance at university. The implications of the findings are discussed.

scholarly journals Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students

2021 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Matthew Driller ◽  
Haresh Suppiah ◽  
Paul B. Gastin ◽  
Christopher M. Beaven
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Sleep Quality ◽  
First Year ◽  
Sleep Habits ◽  
Study Results ◽  
First Year University ◽  
The Impact

This study aimed to determine the effect of sleep quantity and quality via the Pittsburgh Sleep Quality Index (PSQI) on students’ academic achievement in their first year of university study. In this cross-sectional study, 193 students (102 female, 91 male, mean ± SD; age = 19.3 ± 2.9 y) from an undergraduate Health degree in New Zealand completed the PSQI four weeks prior to the end of the semester in their first year of university study. Results from three core subjects in the first semester were averaged and correlations between the PSQI and academic success were evaluated using Spearman’s rho (ρ). The group were also trichotomized using a PSQI global score of ≤5 as the threshold for “good” sleepers (n = 62, 32%), a score of 5–8 for “moderate” sleepers (n = 63, 33%) and a score ≥8 to characterize “poor” sleepers (n = 68, 35%). Overall, students averaged 7 h 37 min of self-reported sleep duration with an average bedtime of 22:55 p.m. and wake time of 8:01 a.m. There was a significant, small inverse relationship between academic performance and bedtime (p = 0.03, ρ = −0.14), with those going to bed earlier having superior academic success. The trichotomized data demonstrated no significant differences in academic performance between students with poor, moderate and good sleep quality (p = 0.92). Later bedtimes were associated with lower academic performance in a group of first year university students. However, there were no other relationships observed between academic success and self-reported sleep quality or quantity as determined by the PSQI. Enhancing awareness of the impact of sleep timing on academic success should be prioritized and strategies to improve sleep hygiene should be promoted to university students.

scholarly journals Factors associated with depressive episode among first year University students in Serbia

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Čanković ◽  
D Čanković ◽  
I Radić ◽  
D Rakić ◽  
S Ukropina ◽  
...  
Keyword(s):  
Mental Health ◽  
Logistic Regression ◽  
Depressive Symptoms ◽  
University Students ◽  
Depressive Episode ◽  
Social Health ◽  
Support Network ◽  
First Year ◽  
Behavioral Factors ◽  
First Year University

Abstract Background Some findings indicate that university students are at higher risk of depression despite being a socially advantaged population, showing that 15 to 25% of them develop some type of mental disorder during graduation, and depression is one of the most prevalent. The aim of this study was to investigate the prevalence of depressive symptoms and its association with gender, material status, social health, and behavioral factors among university students. Methods The research represents a cross-sectional study conducted at the University of Novi Sad, Serbia. The research involved 455 first-year students. The average age of participants was 19.3 years (72.1% girls and 27.9% boys). Patient Health Questionnaire (PHQ-9) was used to measure depressive symptoms (cut point for depressive episode ≥10). Additional questions were focused on self-assessed material status, social health, and behavioral factors (smoking and alcohol use). The binary logistic regression model was used to estimate the association between depression and observed independent variables. Results The prevalence of moderate to severe depressive episode among students was 18.0%, with no gender differences. Out of the total, 11.0% of students had suicidal thoughts or thoughts of hurting themselves. Multivariable logistic regression showed that self-assessed poor material status (OR = 2.04; 95%CI: 1.06-3.89), self-assessed poor social health (OR = 8.9; 95%CI:4.87-16.42) and smoking (OR = 2.18; 95%CI: 1.09-4.39) were significant predictors of depression among first-year university students. Conclusions High prevalence of depressive episode among university students call for the action for the promotion of mental health, particularly among those of lower socioeconomic status, and points out the importance of social health and social network in the prevention of mental disorders. Key messages Students on the first year of University should be screened for depressive symptoms. It is important to educate students on how to create a strong support network and to implement intervention programs for improving mental health through fostering healthy lifestyles change.

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