Promoting success and persistence in pandemic times: an experience with first-year students
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/76558 |
Resumo: | The transition and adaptation of students to higher education (HE) involve a wide range of challenges that justify some institutional practices promoting skills that enable students to increase their autonomy and to face the difficulties experienced. The requirements for this adaptation were particularly aggravated by the containment and sanitary conditions associated with coronavirus disease 2019 (COVID-19). With the aim of promoting academic success and preventing dropout in the first year, a support program was implemented for students enrolled in two courses in the area of education at a public university in northern Portugal during the first semester of 2020/2021. Three sessions of 50/60 min were implemented, namely, the first session focused on the verbalization of the demands, challenges, and difficulties of the transition, and the second and third sessions focused on the difficulties of academic adaptation and academic performance. Data from a dropout risk screening instrument and from the activities performed during sessions were analyzed. The main results point to student satisfaction with the content and the activities of the sessions and their usefulness. Students report not only high satisfaction levels with HE attendance, but also some emotional exhaustion due to academic activities. The continuity of the program is recommended with some improvements in its planning to ensure a more definitive version of the program in the next two years. |
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Promoting success and persistence in pandemic times: an experience with first-year studentsHigher educationCOVID-19 pandemicAcademic dropoutAdaptation to universityFirst-year studentsDropoutCiências Sociais::Ciências da EducaçãoSocial SciencesEducação de qualidadeThe transition and adaptation of students to higher education (HE) involve a wide range of challenges that justify some institutional practices promoting skills that enable students to increase their autonomy and to face the difficulties experienced. The requirements for this adaptation were particularly aggravated by the containment and sanitary conditions associated with coronavirus disease 2019 (COVID-19). With the aim of promoting academic success and preventing dropout in the first year, a support program was implemented for students enrolled in two courses in the area of education at a public university in northern Portugal during the first semester of 2020/2021. Three sessions of 50/60 min were implemented, namely, the first session focused on the verbalization of the demands, challenges, and difficulties of the transition, and the second and third sessions focused on the difficulties of academic adaptation and academic performance. Data from a dropout risk screening instrument and from the activities performed during sessions were analyzed. The main results point to student satisfaction with the content and the activities of the sessions and their usefulness. Students report not only high satisfaction levels with HE attendance, but also some emotional exhaustion due to academic activities. The continuity of the program is recommended with some improvements in its planning to ensure a more definitive version of the program in the next two years.This work was funded by CIEd -Research Centre on Education (doctoral grant SFRH/BD/117902/2016; projects UIDB/01661/2020 and UIDP/01661/2020) and CIEC -Research Centre on Child Studies (projects UIDB/00317/2020 and UIDP/00317/2020), Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.Frontiers MediaUniversidade do MinhoCasanova, Joana R.Gomes, AlexandraMoreira, Maria AlfredoAlmeida, Leandro S.2022-032022-03-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/76558engCasanova, J. R., Gomes, A., Moreira, M. A., & Almeida, L. S. (2022). Promoting success and persistence in pandemic times: An experience with first-year students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.8155841664-10781664-107810.3389/fpsyg.2022.815584815584https://www.frontiersin.org/articles/10.3389/fpsyg.2022.815584/fullinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:14:36Zoai:repositorium.sdum.uminho.pt:1822/76558Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:06:55.525259Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Promoting success and persistence in pandemic times: an experience with first-year students |
title |
Promoting success and persistence in pandemic times: an experience with first-year students |
spellingShingle |
Promoting success and persistence in pandemic times: an experience with first-year students Casanova, Joana R. Higher education COVID-19 pandemic Academic dropout Adaptation to university First-year students Dropout Ciências Sociais::Ciências da Educação Social Sciences Educação de qualidade |
title_short |
Promoting success and persistence in pandemic times: an experience with first-year students |
title_full |
Promoting success and persistence in pandemic times: an experience with first-year students |
title_fullStr |
Promoting success and persistence in pandemic times: an experience with first-year students |
title_full_unstemmed |
Promoting success and persistence in pandemic times: an experience with first-year students |
title_sort |
Promoting success and persistence in pandemic times: an experience with first-year students |
author |
Casanova, Joana R. |
author_facet |
Casanova, Joana R. Gomes, Alexandra Moreira, Maria Alfredo Almeida, Leandro S. |
author_role |
author |
author2 |
Gomes, Alexandra Moreira, Maria Alfredo Almeida, Leandro S. |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Casanova, Joana R. Gomes, Alexandra Moreira, Maria Alfredo Almeida, Leandro S. |
dc.subject.por.fl_str_mv |
Higher education COVID-19 pandemic Academic dropout Adaptation to university First-year students Dropout Ciências Sociais::Ciências da Educação Social Sciences Educação de qualidade |
topic |
Higher education COVID-19 pandemic Academic dropout Adaptation to university First-year students Dropout Ciências Sociais::Ciências da Educação Social Sciences Educação de qualidade |
description |
The transition and adaptation of students to higher education (HE) involve a wide range of challenges that justify some institutional practices promoting skills that enable students to increase their autonomy and to face the difficulties experienced. The requirements for this adaptation were particularly aggravated by the containment and sanitary conditions associated with coronavirus disease 2019 (COVID-19). With the aim of promoting academic success and preventing dropout in the first year, a support program was implemented for students enrolled in two courses in the area of education at a public university in northern Portugal during the first semester of 2020/2021. Three sessions of 50/60 min were implemented, namely, the first session focused on the verbalization of the demands, challenges, and difficulties of the transition, and the second and third sessions focused on the difficulties of academic adaptation and academic performance. Data from a dropout risk screening instrument and from the activities performed during sessions were analyzed. The main results point to student satisfaction with the content and the activities of the sessions and their usefulness. Students report not only high satisfaction levels with HE attendance, but also some emotional exhaustion due to academic activities. The continuity of the program is recommended with some improvements in its planning to ensure a more definitive version of the program in the next two years. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03 2022-03-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/76558 |
url |
https://hdl.handle.net/1822/76558 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Casanova, J. R., Gomes, A., Moreira, M. A., & Almeida, L. S. (2022). Promoting success and persistence in pandemic times: An experience with first-year students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.815584 1664-1078 1664-1078 10.3389/fpsyg.2022.815584 815584 https://www.frontiersin.org/articles/10.3389/fpsyg.2022.815584/full |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Frontiers Media |
publisher.none.fl_str_mv |
Frontiers Media |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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