Freshman Daily Experience: Implications for Policy, Research and Theory. Student-Environment Study Group. Student Development Monograph Series, Volume 4.

Autor/in	Benjamin, Michael
Institution	Guelph Univ. (Ontario).
Titel	Freshman Daily Experience: Implications for Policy, Research and Theory. Student-Environment Study Group. Student Development Monograph Series, Volume 4.
Quelle	(1990), (292 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Environment; College Freshmen; Foreign Countries; Higher Education; Individual Development; Interviews; Quality of Life; Questionnaires; Student Adjustment; Student Attitudes; Student College Relationship; Student Development; Student Experience; Student Journals + Suchen Sie Ihr Suchwort? Hochschulumwelt; Studienanfänger; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Entwicklung; Interviewing; Interviewtechnik; Lebensqualität; Fragebogen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Studienerfahrung; Studentenzeitung
Abstract	A study was done at the University of Guelph (Ontario, Canada) examining the experiences, concerns and interests of college freshmen. Of 65 entering students who agreed to participate, 37 signed up for the study in September, 1988, with 24 women and 4 men completing all study requirements: completion of a daily diary; bimonthly unstructured interviews with a student services "buddy"; and completion of four standardized instruments concerned with attitudes, values, social development, dynamics of families of origin and perceived levels of stress. The data were subjected to thematic analysis aimed at discovering recurrent patterns in participants' reports. This yielded a total of 36 themes grouped into 3 domains: personal, interpersonal, and environmental. Overall, academic and social processes unfolded within specific environmental contexts on campus, with the most significant context being residence life where most participants spent the majority of their free time. What was striking about students' accounts of their daily experience was its ecological complexity, with the whole emerging out of interactions among various constituent domain elements. Participants were students, children, friends, lovers simultaneously, striving, as whole persons, to achieve a workable balance between the social and the academic, the personal and the impersonal, the affective and the objective. Included in the appendixes are the interview protocol and primer for the student diary. Also included is a list of over 300 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC