Facilitating Adjustment to Higher Education: Towards Enhancing Academic Functioning in an Academic Development Programme

Autor/inn/en	Davidowitz, B.; Schreiber, B.
Titel	Facilitating Adjustment to Higher Education: Towards Enhancing Academic Functioning in an Academic Development Programme
Quelle	In: South African Journal of Higher Education, 22 (2008) 1, S.191-206 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Feedback (Response); Focus Groups; Time Management; Assertiveness; Study Skills; Student Development; Student Adjustment; Social Influences; Emotional Response; College Students; Foreign Countries; Cooperative Learning; Group Activities; Coping; Stress Management; Interpersonal Communication; Study Habits; Academic Achievement; Intervention; Questionnaires; Student Attitudes; Science Education; South Africa + Suchen Sie Ihr Suchwort? Zeitmanagement; Studientechnik; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sozialer Einfluss; Emotionales Verhalten; Collegestudent; Ausland; Kooperatives Lernen; Gruppenaktivität; Bewältigung; Stressmanagement; Stressbewältigung; Interpersonale Kommunikation; Study behavior; Study behaviour; Studienverhalten; Schulleistung; Fragebogen; Schülerverhalten; Naturwissenschaftliche Bildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Several studies have emphasised the importance of addressing social and emotional factors in facilitating adjustment to tertiary education. This article describes the Skills for Success in Science programme at the University of Cape Town. The broad aims were life skills development and improved adjustment which are assumed to underpin academic performance. Weekly small group sessions were held which addressed several areas, namely adjustment, group work and co-operative learning, coping and stress management, resources on campus, assertiveness and communications, time management, study skills and examination competence. The intervention was experiential and participative, and while not compulsory, attendance was very good. Evaluation via self-report questionnaires using standardised psychological scales as well as focus groups provided positive feedback from students who described it as a "must" for all first year science students. The article supports the notion that student development should be located within their daily experience at universities. (Contains 1 figure, 5 tables and 2 notes.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10