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FACTORS AFFECTING THE FIRST-YEAR STUDENTS’ ADAPTATION TO LEARNING ACTIVITIES: A CASE STUDY OF A PUBLIC UNIVERSITY IN VIETNAM
Corresponding Author(s) : Pham Van Tuan
Humanities & Social Sciences Reviews,
Vol. 8 No. 3 (2020): May
Abstract
Purpose of the study: Adaptation to learning activities plays a very important role and decides the first-year students’ academic results. In order to have appropriate solutions to improve the adaptation to the learning activities of the first-year students, it is necessary to identify the affecting factors. This study investigates the factors affecting adaptation to learning activities of the first-year students of the University of Labor and Social Affairs in Vietnam, thereby finding solutions that improve the adaptation to their learning activities.
Methodology: This study used a quantitative method with primary data through questionnaires distributed to 300 samples of the first-year students of the University of Labor and Social Affairs in Vietnam. The Pearson correlation coefficient test and linear regression are also used to process the research results.
Main Findings: The results of the study indicate that adaptability of students to learning activities affected by many different factors, subjective factors such as motivation, learning methods, and skills, and that there is a great influence on students' adaptation to learning activities.
Applications of this study: The research provides a descriptive picture for the leadership of the University of Labor and Social Affairs to improve the adaptation to learning activities for first-year students.
Novelty/Originality of this study: As far as we are concerned, there is no research on adaptation to the learning activities of the first-year students of the University of Labor and Social Affairs. This work is an attempt to fill in this gap.
Keywords
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- AlZboon, S. O. (2013). Social adaptation and its relationship to achievement motivation among high school student in Jordan. Int. Educ. Stud. 6, 63–69. https://doi.org/10.5539/ies.v6n10p63 DOI: https://doi.org/10.5539/ies.v6n10p63
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- Carragher, J., & McGaughey, J. (2016). The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol. Systematic Reviews, 5(68). https://doi.org/10.1186/s13643-016-0245-1 DOI: https://doi.org/10.1186/s13643-016-0245-1
- Chalapatia, S., Leunga, R., & Chalapatib, N. (2018). Exploring factors affecting first-year students’ learning experiences: A case study of a private university in Taiwan. Student Success, 9(4), 25-39. https://doi.org/10.5204/ssj.v9i4.651 DOI: https://doi.org/10.5204/ssj.v9i4.651
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- Cuong, P. V. (2017). Adapting to group learning under the credit system of ethnic minority students in the northern mountainous region. Journal of Social Psychology, 11.
- Cuong, P. V. (2018). Several factors affecting group learning under the credit system of students from ethnic minorities in the northern mountainous region, Education Magazine, Special issue 9/2018, 93-96.
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- De Clercq, M., Galand, B., & Frenay, M. (2017). Transition from high school to university: a person-centered approach to academic achievement. European Journal of Psychology of Education, 32, 39–59. https://doi.org/10.1007/s10212-016-0298-5 DOI: https://doi.org/10.1007/s10212-016-0298-5
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References
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Asaduzzaman, M., Hossain, M., & Rahman, M. (2013). Service quality and student satisfaction: A case study on private universities in Bangladesh. International Journal of Economics, Finance and Management Sciences. 1(3), 128-135.
Bautista, I. (2016). Generic competences acquisition through classroom activities in first-year agricultural engineering students. International Journal of Educational Technology in Higher Education, 13(29). https://doi.org/10.1186/s41239-016-0028-8 DOI: https://doi.org/10.1186/s41239-016-0028-8
Bailey, T. H., & Phillips, L. J. (2016). The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher Education Research and Development, 35(2), 201–216. https://doi.org/10.1080/07294360.2015.1087474 DOI: https://doi.org/10.1080/07294360.2015.1087474
Badanina, L. P. (2007). The psychological and educational support for students in adapting to the university. Arkhangelsk, 168.
Birzina, R., Cedere, D., Petersone, L. (2019). Factors influencing the first year students’ adaptation to natural science studies in higher education. Journal of Baltic Science Education, 18(3), 349-361. https://doi.org/10.33225/jbse/19.18.349 DOI: https://doi.org/10.33225/jbse/19.18.349
Carragher, J., & McGaughey, J. (2016). The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol. Systematic Reviews, 5(68). https://doi.org/10.1186/s13643-016-0245-1 DOI: https://doi.org/10.1186/s13643-016-0245-1
Chalapatia, S., Leunga, R., & Chalapatib, N. (2018). Exploring factors affecting first-year students’ learning experiences: A case study of a private university in Taiwan. Student Success, 9(4), 25-39. https://doi.org/10.5204/ssj.v9i4.651 DOI: https://doi.org/10.5204/ssj.v9i4.651
Cherif, A., Movahedzadeh, F., Adams, G., & Dunning, J. (2013). Why do students fail? Higher Learning, p.227-228.
Chi, S. A., Kim, S., and Kim, N. H. (2018). A study of school adjustment related variables of young children. S. Afr. J. Educ. 38, 1–9. https://doi.org/10.15700/saje.v38n2a1457 DOI: https://doi.org/10.15700/saje.v38n2a1457
Cuong, P. V. (2017). The degree of adaptation to the credit-based training method of ethnic minority students in the Northern mountainous region". Journal of Education, Special issue 6/2017, 115-117.
Cuong, P. V. (2017). Research on the adaptation of credit-based training modalities for ethnic minority students in the Northern mountainous region. Journal of Science and Technology, Thai Nguyen University, 170(10), 15-18.
Cuong, P. V. (2017). Adapting to group learning under the credit system of ethnic minority students in the northern mountainous region. Journal of Social Psychology, 11.
Cuong, P. V. (2018). Several factors affecting group learning under the credit system of students from ethnic minorities in the northern mountainous region, Education Magazine, Special issue 9/2018, 93-96.
Danhui, Zh., Yiran, C., Yuan Zh., Mengfei, C., & Hongyun, L. (2018). The role of school adaptation and self-concept in influencing Chinese high school students’ growth in Math achievement. Front. Psychol.. https://doi.org/10.3389/fpsyg.2018.02356 DOI: https://doi.org/10.3389/fpsyg.2018.02356
Diniz, A.M., Alfonso, S., Araújo, A.M., Deaño, M., Costa, A.R., Conde, A. & Almeida, L.S. (2016). Gender differences in first-year college students’ academic expectations. Studies in Higher Education, https://doi.org/10.1080/03075079.2016.1196350 DOI: https://doi.org/10.1080/03075079.2016.1196350
De Clercq, M., Galand, B., Dupont, S., & Frenay, M. (2013). Achievement among first-year university students: an integrated and contextualized approach. European Journal of Psychology of Education, 28(3), 641–662. https://doi.org/10.1007/s10212-012-0133-6 DOI: https://doi.org/10.1007/s10212-012-0133-6
De Clercq, M., Galand, B., & Frenay, M. (2017). Transition from high school to university: a person-centered approach to academic achievement. European Journal of Psychology of Education, 32, 39–59. https://doi.org/10.1007/s10212-016-0298-5 DOI: https://doi.org/10.1007/s10212-016-0298-5
Denovan, A., Macaskill, A. (2017). Stress and subjective well-being among first year UK undergraduate students. J Happiness Stud, 18, 505–525. https://doi.org/10.1007/s10902-016-9736-y DOI: https://doi.org/10.1007/s10902-016-9736-y
Duc, T. T. M. (2004). The adaptation of first-year students of Hanoi National University to university environment. Key research project of Hanoi National University.
Dyson, R. and Renk, K. (2006). Freshmen adaptation to university life: depressive symptoms, stress, and coping. J. Clin. Psychol. 62, 1231–1244. https://doi.org/10.1002/jclp.20295 DOI: https://doi.org/10.1002/jclp.20295
Elgina, L. (2010). Sotsialnaya adaptatsiya studentov v vuze [Social adaptation of students at high educational establishments]. Bulletin of the Buryat University, 5, 162 -166
Elena, A., Vasilenko, Anfisa V. Vorozheykina, Ekaterina, V., Gnatyshina, Tatyana, V., Zhabakova, Liya, R., Salavatulina (2020). Psychological factors influencing social adaptation of first-year students to the conditions of University. Journal of Environmental Treatment Techniques, 8(1), 241-247. Retrieved from http://jett.dormaj.com/Volume8_Issue1.html
Goldfinch, J., & Hughes, M. (2007). Skills, learning styles and success of first-year undergraduates. Active Learning in Higher Education, 8(3), 259-273. https://doi.org/10.1177/1469787407081881 DOI: https://doi.org/10.1177/1469787407081881
Gnatyshina, E. (2017). Methods of the evaluation of the potential of the region pedagogical universities on the Basis of Benchmarking. [Electronic resource] Espacios, 38, 25.
Grigorevskaya, I. (2013). Faktoryi adaptatsii studentov k obrazovatelnoy srede kolledzha [Factors of students adaptation to the college educational environment]. Bulletin of Tomsk State Pedagogical University, 11(139), 124–126.
Grøtan, K., Sund, E. R., & Bjerkeset, O. (2019). Mental health, academic self-efficacy and study progress among college students – the shot study, Norway. Front Psychol, 10(45). https://doi.org/10.3389/fpsyg.2019.00045 DOI: https://doi.org/10.3389/fpsyg.2019.00045
Harvey, L., Drew, S., & Smith, M. (2006). The first-year experience: A review of literature for the Higher Education Academy. York: The Higher Education Academy.
Inspectie van het Onderwijs [Inspectorate of Education] (2016). De staat van het onderwijs: Onderwijsverslag 2014/2015 [The current state of education. Educational report 2014/2015]. Retrieved from http://www.onderwijsinspectie.nl/binaries/content/assets/Onderwijsverslagen/2016/de-staat-van-het-onderwijs-2014-2015.pdf
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Kaya, ÖS., & Akgün, E. (2016). The study of school adjustment of preschool children in the point of some variables. Elem. Educ, 15, 311–1324.
Lee, C., Sung, Y. T., Zhou, Y., and Lee, S. (2018). The relationships between the seriousness of leisure activities, social support and school adaptation among Asian international students in the US. Leisure Stud, 37, 197–210. https://doi.org/10.1080/02614367.2017.1339289 DOI: https://doi.org/10.1080/02614367.2017.1339289
Liranso, G. S., Mohan, S. S. (2018). Mental health distress and academic performance of medical students: a review. Journal of Psychology and Clinical Psychiatry, 9(6), 675‒678. https://doi.org/10.15406/jpcpy.2018.09.00609 DOI: https://doi.org/10.15406/jpcpy.2018.09.00609
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Mai, D. T. T. (2009). The degree of adaptation to learning activities of college students of Hanoi Industrial University. Doctoral thesis in Psychology, Hanoi University of Education.
Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205- 222. https://doi.org/10.24059/olj.v22i1.1092 DOI: https://doi.org/10.24059/olj.v22i1.1092
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Piskun, A.E. (2011). Impact of intellectual traits to adapt the learning activities of students the technical university. P.P Lecgapta, Vol 11.
Pittman, L. D., & Richmond, A. (2008). University belonging, friendship quality, and psychological adjustment during the transition to college. The Journal of Experimental Education, 76(4), 343–362. https://doi.org/10.3200/JEXE.76.4.343-362 DOI: https://doi.org/10.3200/JEXE.76.4.343-362
Pulakos, E. D., Arad, S., Donovan, M. A., and Plamondon, K. E. (2000). Adaptability in the workplace: development of a taxonomy of adaptive performance. J. Appl. Psychol, 85, 612–624. https://doi.org/10.1037/0021-9010.85.4.612 DOI: https://doi.org/10.1037/0021-9010.85.4.612
Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher Education, 63(6), 685–700. https://doi.org/10.1007/s10734-011-9468-1 DOI: https://doi.org/10.1007/s10734-011-9468-1
Spencer, M. B. (1999). Social and cultural influences on school adjustment: the application of an identity-focused culture ecological perspective. Educ. Psychol, 34, 43–57. https://doi.org/10.1207/s15326985ep3401_4 DOI: https://doi.org/10.1207/s15326985ep3401_4
Sotardi, V., & Brogt, E. (2016). Common student problems with assessment during the transition to university: Support staff perspectives, insights, and recommendations. Ako Aotearoa National Centre for Tertiary Teaching Excellence.
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