The Delicate Balance to Adjustment: A Qualitative Approach of Student’s Transition to the First Year at University

Abstract

First year experience in higher education has been extensively investigated in the literature. However, two limitations can be identified in the literature. The majority of studies have focused on single factor analysis, limiting the multifactorial understanding of the determinants of adjustment. Moreover, the temporal and dynamic nature of the first year at university has mainly been disregarded, so limiting the dynamic framing of the adjustment process. To overcome these limitations, the current study used a longitudinal qualitative design in order to grasp the dynamic complexity of the adjustment process. Semi-structured interviews were conducted in two phases with 17 freshmen from the Science department. The aims were to reveal the constructs at play in the students’ adjustment process and the dynamic interplay between them over time. The analyses were grounded in Nicholson’s theoretical framework of the transition cycle and the material was analyzed through thematic and sequential analysis. Four themes ('readiness, reaching personal drives, fighting an overwhelming program, becoming a self-regulated learner') and four different events ('starting up, click, exhaustion, deficiency accumulation') were identified in the material. These revealed the dynamic nature of the adjustment process. An overall reflection on the findings is offered in the conclusion.

Keywords

• academic achievement
• higher education
• first year at the university
• transition
• motivation