‘A real rollercoaster of confidence and emotions’: learning to be a university student

By H. Christie, L. Tett, Viviene E. Cree, J. Hounsell, Velda McCune. 2008

462 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3f825f2fc967b982b1d0226d715468a4029ddd26

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In Education

Citations in the corpus

Framing student engagement in higher education (2013, background): “…expectations are included within the definition of engagement, and while this has been found to be an important influence on the student experience (e.g. Christie et al. 2008), to enable a better understanding, such antecedents need to be clearly distinguished from the state of being engaged.”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “This parallels previous work on the ‘emotional rollercoaster’ that is the transition to university (Christie et al. 2008).”
Four domains of students’ sense of belonging to university (2019, methodology): “It aligns particularly well with Christie et al.’s research on ambivalence about students’ experience in entering higher education (Christie et al. 2008, 579).”
Seeking support: researching first‐year students’ experiences of coping with academic life (2010, unknown): “This is well‐acknowledged in existing scholarship (Christie, Tett, Cree, Hounsell, & McCune, 2008 ; Kember, 2004 ).”
An exploratory study of students’ weekly stress levels and sources of stress during the semester (2018, background): “This is important for student support services because transitioning to university involves an emotional process of adjustment to a new set of relationships and community and can have an impact on the development of the student as a learner (Christie et al., 2008; Lin and Huang, 2012).”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “Unfortunately, many students find the transition to higher education to be a stressful and emotional experience (Christie et al., 2008; Gibney et al., 2011; Tinto, 1982, 1993), as they struggle to cope with a learning environment that demands higher levels of autonomy, initiative, and self-regulatio”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “…Watt, 2016), with attention turning more and more to the overall emotional development and well-being of undergraduates themselves (Illeris, 2003; Christie et al., 2008; Kahu et al., 2015; Asikainen et al., 2017; Hagenauer et al., 2017; Loon and Bell, 2017), UK research is only now beginning to…”
How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education (2016, background): “One of students’ greatest concerns in transitioning to higher education is whether they will make friends and “fit in” (Beard, Clegg, & Smith 2007; Christie et al. 2008).”
Differences in resilience between ‘traditional’ and ‘non-traditional’ university students (2017, background): “Qualitative research on students’ university experiences suggests that being ‘non-traditional’ has its challenges (Christie et al., 2008; Collier and Morgan, 2008).”
Challenges of university adjustment in the UK: a study of East Asian Master’s degree students (2011, background): “Nonetheless, the challenge of transition is not confined to overseas students, as Zhou and Todman (2009) point out, and indeed non-traditional learners studying in local institutions may encounter equally severe challenges and a more troubling transition of identity (Christie et al. 2008).”
Student engagement evidence summary (2010, background): “Many students from ‘non-traditional’ backgrounds experience ‘culture shock’ on entering university (Griffiths, Winstanley and Gabriel, 2005; Forsyth and Furlong, 2003; Krause and Coates, 2008; Christie et al., 2008) .”
Factors Influencing Persistence Among Nontraditional University Students (2015, background): “The women were more apprehensive about their ability to perform their student role (Christie et al., 2008; Stone & O’Shea, 2013) Markle 281 as well as their ability to integrate an additional demanding role into their already busy lives.”