Changes in the Characteristics of First-Year Students at the University of Education: Based on the Survey of Entering Freshmen in 2013 at Seoul National University of Education

The problem of motivating an individual to be active in the society is always relevant in different fields of science, since the availability of appropriate motives determines appropriate response of each person. The purposeful formation of students’ study and professional motivation is one of the main tasks in higher education, and identifying different aspects of such motivation in first-year students gives an opportunity to have feedback and improve the living conditions of young people. In this article it has been established that student’s educational motivation can be considered as a complex system of factors and motives (goals, needs, interests, tendencies, successes, etc.) that are constantly changing and are mutually influential; it makes students acquire knowledge, development and develop their abilities, skills, personal qualities, a positive attitude to their future profession and the world around. The purpose of this work is to study the indicators and peculiarities of the motivation to study of first-year students. At this stage, among the main tasks is the determination of indicators and dynamics of motivation of first-year students at the classical university based on the example of the Uzhhorod National University using the results an electronic questionnaire for first-year students. The article reveals a peculiarity of students’ motivation to study, which lies in the fact that it is not only polimotivated, but also one of the important results of the adaptation process (that is, the process and result of adaptation as a factor of motivation) and at the same time one of the mechanisms/factors of adaptation of young people to the educational process in higher education. The Empirical research proves that at the university, the majority of students (over 70%) have optimal motivational complexes during all the academic years under research, which contributes to successful professional training. There is also a general tendency for both the university as a whole and for most faculties, namely higher indicators of internal and external positive motivation in comparison with indicators of external negative motivation.

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Strategies for Determining German Nouns' Gender by College Students

East European Journal of Psycholinguistics ◽

10.29038/eejpl.2020.7.2.kiy ◽

2020 ◽

Vol 7 (2) ◽

Author(s):

Svitlana Kiyko ◽

Yuriy Kiyko ◽

Viktor Drebet

Keyword(s):

Native Language ◽

Correct Choice ◽

German Language ◽

First Year ◽

First Year Students ◽

Gender Categorization ◽

National University ◽

The University ◽

The Impact ◽

The Given

The article is dedicated to the study of strategies for determining the gender of nouns of the German language by Ukrainian-speaking first-year-students at the Yuriy Fedkovych National University of Chernivtsi, Ukraine. The purpose of the study is to establish the strategies for determining the gender of nouns on the basis of phonetic, morphological, and semantic criteria and experimentally trace the impact of interlingual and intralingual interference in the process of gender categorization of nouns. The material of the study included 60 nouns, out of which 30 were phonetic equivalents and 30 – semantic ones. Each group contained 10 nouns of the masculine, feminine and neuter gender respectively, with the same number of structurally different nouns among them, which were selected according to semantic, morphological, and phonetic rules of gender identification. To identify strategies for determining the gender of German nouns, two psycholinguistic experiments were held with a month interval. The experiments involved 30 first-year-students at the University of Chernivtsi (German department), who had to decide whether the noun gender specified in DMDX program is correct. Thus, the article in half of the given nouns was set incorrectly in the program. The obtained results indicate that the gender of the noun of the native language significantly affects gender determining of the German phonetic equivalent (85% of all mistakes in determining the gender in Experiment 1 and 47% – in Experiment 2). The students also focus on the suffixes or endings of German nouns when choosing the correct gender. Phonetic or semantic rules for determining gender play a secondary role. The gender of a noun in the native language prevents the correct choice of the gender in the German language, which is twice as often recorded for phonetic equivalents.

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Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

Education as Change ◽

10.25159/1947-9417/7506 ◽

2020 ◽

Vol 24 ◽

Author(s):

Bridget Grogan

Keyword(s):

Racial Identity ◽

Teaching Practice ◽

Human Experience ◽

First Year ◽

First Year Students ◽

Poetic Voice ◽

Teaching Poetry ◽

Approach To Teaching ◽

The University ◽

The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

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Criteria and indicators associated with adaptation to the educational process of first-year students at the university

Psychological-Pedagogical Journal GAUDEAMUS ◽

10.20310/1810-231x-2021-20-1(47)-87-93 ◽

2021 ◽

pp. 87-93

Author(s):

Evgeniya N. Popova

Keyword(s):

Research Topic ◽

Educational Process ◽

First Year ◽

Higher Education Research ◽

Adaptation Process ◽

Adaptive Potential ◽

First Year Students ◽

Self Development ◽

The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

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INFLUENCE OF DISTANCE LEARNING ON VOCATIONAL SUBJECTS OF FIRST-YEAR STUDENTS AT THE UNIVERSITY OF DEFENCE – COMPARATIVE STUDY RESULTS

EDULEARN21 Proceedings ◽

10.21125/edulearn.2021.1350 ◽

2021 ◽

Author(s):

Ludek Rak ◽

Pavel Zahradníček ◽

Ľudovít Hradský

Keyword(s):

Distance Learning ◽

Comparative Study ◽

First Year ◽

First Year Students ◽

Study Results ◽

The University

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Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

مجلة جامعة فلسطين التقنية للأبحاث ◽

10.53671/ptukrj.v8i3.118 ◽

2020 ◽

Vol 8 (3) ◽

pp. 154-178

Author(s):

Heba Almbayed

Keyword(s):

Learning System ◽

Simple Random Sample ◽

First Year ◽

First Year Students ◽

Academic Level ◽

Computer Course ◽

E Learning ◽

Technical University ◽

Palestinian Universities ◽

The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

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Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

International Journal of Higher Education ◽

10.5430/ijhe.v6n4p54 ◽

2017 ◽

Vol 6 (4) ◽

pp. 54

Author(s):

Benjamin Amoakohene

Keyword(s):

Second Language ◽

Error Analysis ◽

Language Learning ◽

Academic Writing ◽

First Year ◽

First Year Students ◽

Communicative Skills ◽

Daunting Task ◽

Integral Role ◽

The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis.

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Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

Evidence Based Library and Information Practice ◽

10.18438/b8wg79 ◽

2012 ◽

Vol 7 (3) ◽

pp. 4 ◽

Cited By ~ 8

Author(s):

Meg Raven

Keyword(s):

Undergraduate Students ◽

Academic Research ◽

First Year ◽

First Year Students ◽

High Expectations ◽

Research Students ◽

Time Required ◽

Instruction Strategies ◽

Research Instruction ◽

The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

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