The role of social transition in students' adjustment to the first-year of university

By Tanya Kantanis. 2000

185 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/02c3351bbc4daff501d19a033613930be58f0131

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1. Andrew Denovan
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Citations in the corpus

• Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees (2014, background): “Nevertheless, the attention placed on developing strength-based behaviours such as learned resourcefulness (Akgun & Ciarrochi, 2003), emotional intelligence (Parker, Summerfeldt, Hogan, & Majeski, 2004) and social connectivity (Kantanis, 2000) has helped to moderate the impact of academic stress on ”
• An Interpretative Phenomenological Analysis of Stress and Coping in First Year Undergraduates. (2013, background): “Kantanis (2000) found 49.1% of his sample had not successfully established a friendship group by the end of semester one.”
• ‘It’s almost a mindset that teachers need to change’: first‐year students’ need to be inducted into time management (2010, background): “It has been suggested that changes in students’ engagement with university studies, and the more diverse backgrounds of first-year students, need to be recognised in the organisation of the learning environment and student support (James 2001; Kantanis 2000a; Krause 2005a, b; McInnis 2001).”
• Students’ peer relationships and their contribution to university adjustment: the need to belong in the university community (2017, background): “Results indicate that social relationships with peers are a key part of transition to university, and students who form good quality friendships with their peers are better adjusted to university life (Kantanis 2000; Pittman and Richmond 2008; Tinto 1993; Wilcox, Winn, and Fyvie-Gauld 2005).”
• ‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education (2005, background): “In common with other studies of the transition to university (e.g., Beder, 1997; Kantanis, 2000), our findings indicate that new students need support to deal with not only the academic culture shock of adapting to the higher education environment, but also the emotional shock of moving from the…”
• Staying the distance: students’ perceptions of enablers of transition to higher education (2014, background): “Research into student transition to university suggests that experiences during the first semester at university may be critical in students’ decisions to continue or discontinue studies (Kantanis, 2000).”