Transition to First-Year University: Patterns of Change in Adjustment Across Life Domains and Time

By T. L. Gall, David R. Evans, Satya B. Bellerose. 2000

348 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7010fc50963add2f05b49907666224de9a1ff195

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In Clinical Psychology

In General Health Professions

In Social Psychology

Citations in the corpus

The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University (2011, background): “The stress associated with perceptions of bias and threat in a particular domain have been related to low levels of social support and also to declines in mental and physical health in students (e.g., Dunkel-Schetter and Lobel 1990; Gall et al. 2000; Ruble and Seidman 1996).”
Negotiating the Transition to College (2014, methodology): “…& Bilgel, 2008; Soet & Sevig, 2006; Song et al., 2008; Surtees et al., 2002; Tyrrell, 1992), does not include pre-transition baseline assessments (Gall et al., 2000; Sher et al., 1996; Tao et al., 2000), or does not track participants in each semester, necessary to capture change across the…”
Don't be so hard on yourself! Changes in self-compassion during the first year of university are associated with changes in well-being (2017, background): “It is important to understand how to mitigate the decline in wellbeing during the first year of university (Gall et al., 2000; Terry et al., 2013) given that lower well-being may be related to school dropout (Alarcon & Edwards, 2013).”
Settling into Campus Life: Differences by Race/Ethnicity in College Involvement and Outcomes (2007, background): “For example, Hurtado and Carter (1997) found in their sample of Latino college students that those who participated in campus activities (in particular religious and social-community organizations) had a much greater sense of belonging at the university than did their less active counterparts.”
Emotional intelligence and academic success: examining the transition from high school to university (2004, background): “Graduating from high school and going on to university is a major life transition (Brooks & DuBois, 1995; Cantor et al., 1987; Cutrona, 1982; Gall et al., 2000; Kanoy & Bruhn, 1996; McLaughlin et al., 1998; Pancer et al., 2000; Perry et al., 2001; Pratt et al., 2000; Ross et al., 1999; Stewart & Hea”
Student mental health and transitions into, through and out of university: student and staff perspectives (2021, background): “…university has been described as an ‘acute stressor’, due to the initial intense strain on wellbeing at the start of university, as students may struggle to adjust to university life at first (Gall, Evans, and Bellerose 2000), with some reporting they are ‘just surviving’ (Richardson et al. 2012).”
Self-Efficacy, Stress, and Academic Success in College (2005, background): “Academic stress has been studied extensively as an important factor in college student adjustment (Gall, Evans, and Bellerose, 2000; Mallinckrodt, 1988).”
Adaptability, engagement and academic achievement at university (2017, background): “We suggest that a focus on university students is important because it will help to advance knowledge of university entry and first-year studies, which can be tumultuous times for students (e.g. Gall et al., 2000; Johnson, Taasoobshirazi, Kestler, & Cordova, 2015).”
Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being (2020, background): “Much research has been devoted to understanding the college transition and first-year experience, including a previous study on a smaller sample of the present data set (Conley et al., 2014), and establishes this as a challenging time (also see Gall et al., 2000; Harvey, Drew, & Smith, 2006).”