Social integration in university students of first year
Article Sidebar
Main Article Content
Abstract
Social integration is one of the fundamental components for the adjustment of students to the contexts of Higher Education. The objective of this work is to describe the perception that men and women have freshman university students about their social integration at the end of the first semester. The Scale of Social Integration in Higher Education (EISES-R) was applied to 152 first-year university students whose ages were between 17 and 40 years old (Mdn = 18.5). The 50% were men and 50% women. After performing an analysis of variance (ANOVA) of a single factor (sex), men obtained significantly higher average scores than women in emotional balance. Women scored significantly higher than men in relationships with the family. The results found are coherent with previous findings in the literature where it is reported that emotional state and family support received by university students have an important role in their adjustment and psychosocial well-being and are related to variables such as integration in the group of equal, friends, academic performance and the level of aspirations. Both variables could have a significant differentiating role by sex as predictors of adjustment and adaptation to higher education, as well as in the design and implementation of intervention guidelines for failure or abandonment in higher education.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Álvarez-Pérez, P. y López-Aguilar, D. (2017). Recursos de orientación para la transición académica y la toma de decisiones del alumnado: el programa “Universitarios por un día”. Revista de Innovación Docente Universitaria. RIDU, (9), p. 26-38.
Arriaga, J., Burillo, V., Carpeño, A. y Casaravilla, A. (2011). Caracterización de los tipos de abandono. Dividamos el problema y venceremos fácilmente. I Conferencia Latinoamericana sobre el Abandono en la Enseñanza Superior, Nicaragua.
Arrivillaga, M., Cortés, C., Goicochea, V.L y Lozano, T.Ma. (2003). Caracterización de la depresión en jóvenes universitarios. Univ. Psychol. Bogotá (Colombia) 3 (1), 17-26.
Astin, A. W. (1993). What matters in college? four critical years revisited (1st Ed.). San Francisco: Jossey-Bass.
Cutrona, C. E., Cole, V., Colangelo, N., Assouline, S. G., and Russell, D. W. (1994). Perceived parental social support and academic achievement: An attachment theory perspective. Journal of Personality and Social Psychology, 66, 369-378.
Esteban M., Bernardo A. y Rodríguez-Muñiz, L.J. (2016) Permanencia en la universidad: la importancia de un buen comienzo. Aula Abierta, 44, pp. 1-6.
Frank, S. J., Avery, C. B and Laman, M. S. (1988). Late adolescents’perceptions of their relationships with their parents: Individual differences in connectedness, competence, and emotional autonomy. Developmental Psychology, 24, 729-737.
Graunke, S. S and Woosley, S. A (2005). An exploration of the factors that affect the academic success of college sophomores. College Student Journal, 39(2): 367-377.
Juillerat, S. (2000). Assessing the expectations and satisfactions of sophomores. In visible solutions for invisible students: helping sophomores succeed (Monograph 31), edited by L. A. Schreiner and J. Pattengale, 19-29. Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. Kuh, G. D. (1993). In their own words: what students learn outside the classroom. American Educational Research Journal, 30(2): 277-304.
Kuh, G. D., and Hu, S. (2001). The effects of student-faculty interaction in the 1990s. Review of Higher Education, 24(3): 309-332.
Kuh, G. D. (2003). What we’re learning about student engagement from NSSE: benchmarks for effective educational practices. Change, 35(2): 24-32.
MECD. (2015). Datos básicos del sistema universitario español. Curso 2014-2015. Recuperado de http://bit.ly/2klsC70.
Pancer, S. M., Pratt, M., Hunsberger, B. y Alisat, S (1995). Great expectations:Parent-child discussion and the impact of pre-university expectations on adolescent transitionto university. Paper presented at the biennial meeting of the Society for Research in Child Development, Indianapolis, IN.
Pascarella, E. T. (1985). College environmental influences on learning and cognitive development: a critical review and synthesis. In higher education: handbook of theory and research, Vol. 1, edited by J. C. Smart, 1-62. New York: Agathon
Pascarella, E .T. and Terenzini, P. T. (2005). How college affects students: a third ecade of research. San Francisco: Jossey-Bass.
Reason, R. D., Terenzini, P. T., and Domingo, R. J. (2005). First things first: developing academic competence in the first year of college. Paper presented at the annual meeting for the Association for Institutional Research, San Diego, CA.
Schulthesis, D.E.P., and Blustein, D. L. (1994). Role of adolescent-parent relationships in college student development and adjustment. Journal of Consulting Psychology, 41, 248-255.
Tinto, V. (1975). Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45: 89-125.
Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. (2nd ed.).Chicago: University of Chicago Press.
Tinto, V. (2006). Retention: What Next? Journal College Student Retention, 8 (1), 1-19.
Wintre, M.G., and Yaffe, M. (2000). Firts-years students adjustment to university life as a function of relationships whih parents. Journal of Adolescent Research, 15(1): 9-37.