Aug 2026· Trends in Higher Education· Vol 5, pp. 82· 0 citations· 44 references
Abstract
First-year students in STEM programs face significant academic and personal challenges that can undermine retention and success, particularly for those navigating new institutional environments without prior college experience. While self- regulated learning (SRL) theory offers a well-established framework for understanding how students plan and reflect, less attention has been paid to the performance phase, the stage where students must translate plans into action amid real academic and social demands. This qualitative study examines the experiences of 15 first-year life science students across three institution types, a Hispanic-Serving Institution, a predominantly white institution, and a liberal arts college, to investigate what plans students formed at the end of their first semester and what factors facilitated or hindered implementation during their second semester. Using thematic analysis of semi-structured interviews, three major plan themes emerged: help-seeking, internal academic adjustments, and managing social and emotional well-being. Facilitating factors for these plans included small class sizes, anonymized participation tools, approachable instructors, peer and family support, counseling services, and structured planning tools, while hindering factors included fear of judgment, high instructor-student ratios, scheduling conflicts, academic burnout, and unsupportive living environments. The findings reveal that plan implementation depended on the interplay of intersecting psychological, social, and structural factors, which created unique conditions that influenced whether students were able to enact their plans. Importantly, the findings reveal that plan implementation unfolded not as a linear process but through nested micro-cycles of forethought, performance, and reflection within the performance phase, triggered by specific events throughout the semester. These findings have implications for how institutions design learner-centered support for STEM students not only at key transition points, but also throughout the semester, to address the conditions that influence whether students are able to successfully implement, adapt, or abandon their regulatory efforts.
University academic resources such as tutoring, office hours, and peer-led study programs are key institutional tools for supporting student learning, but these resources are often underutilized by the students who need them most. A student's ability and willingness to seek academic help are strongly correlated with student retention. Academic resources play a role in both the academic and social spheres of a student's college experience and may impact a student's decision to persist in a challenging discipline or remain enrolled at their institution. This qualitative study examines how socio-institutional culture shapes first-year engineering students' navigation of academic resources.
Using cultural-historical activity theory (CHAT) as an analytical lens, researchers conducted twenty semi-structured interviews to identify internal, social, and structural contradictions that shape help-seeking behaviors.
Thematic analysis revealed three interrelated cultural norms: Hustle Culture, Collaborative Culture, and Academic Hierarchy. Each norm generated systemic contradictions, including belonging versus bandwidth, peer networks that gatekeep less popular resources, and the hidden curriculum surrounding expert support. When asked how to address these contradictions, study participants proposed consolidating resources, increasing transparency, and amplifying peer recommendations.
The process of mapping activity system contradictions, naming cultural norms, and generating student-centered design opportunities is transferable across institutional contexts and useful to first-year experience practitioners, academic support directors, and advising offices seeking to co-create interventions that are responsive to their students' sociocultural realities.
Gayoung Kim, Chamille J. Lescott· Frontiers in Education· 0 citations
This study examines how digitally mediated learning conditions shape students’ self-perceived employability (SPE) by focusing on two explanatory learning resources: academic self-efficacy (ASE) and online self-regulated learning (OSRL). Drawing on social cognitive theory and social cognitive career theory, this study proposes that digital learning design quality (DLQ), assessment transparency (AT), and perceived challenge-based learning (PCBL) contribute to students’ perceived career readiness by strengthening their academic confidence and self-regulatory ability. A two-stage research design was employed. In the qualitative stage, group discussions with lecturers and interviews with students were conducted to refine the measurement scales and ensure contextual appropriateness. In the quantitative stage, survey data were collected from 335 third- and fourth-year university students in Ho Chi Minh City, Vietnam, who had recently completed at least one online or blended course. The proposed model was tested using partial least squares structural equation modeling (PLS-SEM). The results indicate that DLQ, AT, and PCBL are positively associated with ASE and OSRL. AT is the strongest predictor of both ASE and OSRL, whereas compared with DLQ, PCBL is more strongly directly associated with SPE. In addition, both the ASE and OSRL positively predict the SPE, with the effect of the ASE being greater. The model explains a substantial proportion of the variance in SPE, highlighting the importance of psycho-behavioral learning resources in the translation of digital learning experiences into perceived career readiness. This study contributes to the literature by linking digital learning environment factors with employability perceptions through internal learning resources, while also offering practical implications for improving online and blended course design in higher education.
Thanh Long Vu, Phuc Khanh Nguyen, Lai Anh Tuan Doan et al.· Multidisciplinary Science Jo...· 0 citations
Since the term ‘first-generation college student’ (FGCS) garnered increased attention in the 2000s, many institutions have implemented programming specifically for FGCS (e.g., bridge programs, first-year seminars). FGCS should be key stakeholders who inform programming. As such, qualitative research is needed to elevate FGCS voices. To date, little research has examined adjustment and well-being in FGCS. This study included qualitative interviews (approximately 30 min) concerning adjustment and well-being in FGCS (N = 24; 79% female, M age = 19, 92% White), defined as students whose parents have not completed a four-year bachelor’s degree. Participants’ responses were coded according to Bronfenbrenner’s Ecological Systems Theory levels, to account for the multi-layered systems (e.g., family, high school, university, peers) that impact their risk and resilience before and during college. One central theme was how seeking help from family, peers, and university resources promoted resilience. Conversely, individual risk factors (e.g., low socioeconomic status; insufficient guidance) interacted with the high school environment and economic landscape of higher education to confer risk. Overall, many challenges (e.g., mental health) improved over time. Students made recommendations for both high school and university staff about how to best support FGCS, which have implications for programming at the high school and university level.
Ashley M. Shaw, Eva L. Fortier, Brooke N. Contarino et al.· Education sciences· 0 citations
This study explores how students in an online EdD in Instructional and Performance Technology experience personal growth, focusing on shifts in autonomy, self-acceptance, and purpose in life. Using an explanatory sequential mixed methods design, researchers administered Anderson et al.’s (2019) Personal Growth and Development Scale (PGDS) to current students and alumni (N = 44), followed by thematic analysis of semi-structured interviews. Surveys indicated consistently high perceived growth across all PGDS domains, with the highest mean scores in self-acceptance, environmental mastery, and purpose in life. Participants described strengthened self-confidence, decision-making skills, professional relationships, and sense of purpose. Peer and faculty relationships and program structures were identified as key supports for growth. EdD programs can intentionally cultivate both personal and academic growth. Embedding reflective practices, milestone-based check-ins, and structured support may strengthen students’ sense of identity, purpose, and leadership confidence.
H. Handley, Lauren Adlof, Isabelle Knudsen et al.· Impacting Education Journal...· 1 citation
Online education has emerged as one of the most common modes of delivery for graduate programs in education, driven by factors such as increased accessibility and flexibility. This study assessed the perceptions, academic resilience, challenges, and opportunities in online learning of the graduate students and faculty members among HEIs in MIMAROPA. The results informed a framework of best practices for online graduate programs. The study utilized descriptive-correlational and descriptive-predictive research designs. The respondents of this study were 323 graduate students, and 141 faculty members enrolled during the first semester of A.Y. 2024-2025 who were identified using proportional random sampling. Results reported that students and faculty members in graduate studies have high level of perception relating to self-efficacy, ease of use, and advantages. In addition, the findings reported a high degree of academic resilience among the respondents, in relation to their mindset, social support, and personal control. Furthermore, the respondents experienced moderate challenges in online learning regarding learning resources, learning environment, technological literacy and competence, and flexible scheduling. Generally, results indicated that perceptions, academic resilience, and challenges in online learning were significantly and positively related. Overall, perception emerged as a significant predictor of academic resilience; however, it did not significantly influence the extent of challenges experienced by the respondents. Moreover, mindset, as an indicator of academic resilience, significantly influences the extent of challenges in online mode of learning. Integrating the best practices and opportunities of online learning such as a positive attitude, academic resilience, flexibility, accessibility, continuous feedback, personalized learning, and digital literacy is crucial for successful online graduate programs.
Ariel N. Fallaria· American Journal of Educatio...· 0 citations
First-year students are often unprepared to shift from structured teacher-centred learning within the school environment to independent university learning. Self-directed learning (SDL) is a significant factor that can contribute to a positive transition to higher education. This study explores the factors influencing first-year students' academic achievements and setbacks as they navigate self-directed learning during their first six weeks at university. Tinto’s (1988) Model of Transitioning is the theoretical lens and analytical tool used. One hundred and fifty-eight first-year students were purposively selected. Data were collected using open ended questionnaires. Responses were categorised by means of an emergent and a priori thematic analysis. The overall findings indicate that participants identified social, psychological and academic factors that positively influenced their ability to self-direct their learning. Participants highlighted determination as the primary positive factor and fear as the primary barrier that impacted their ability to self-direct their learning during their transition to university. The study recommends that university management and academic staff should prioritise psychological support and social connections in the development of first-year teaching and learning activities to enhance students’ ability to self-direct their learning.
