Special Issue - (2016)
Special Issue - (2015)
Special Issue - (2012)
pp. 1241-1267 | Article Number: ijese.2017.083
Published Online: July 22, 2017
The study aims to empirically test the relationship between types of campus adaptations across academic years of engineering undergraduate B. Tech students pursuing a four-year study at Indian Institute of Technology (IIT’s) and National Institute of Technology (NIT’s) in India. The Multivariate Analysis of Variance (Manova) test was run with SPSS vs. 21 to compare the student’s campus adaptations of IIT’s and NIT’s by student’s academic year level. Multistage random sampling with n = 1420 students were selected comprising of Multistage random sampling with n = 1420 students were selected comprising of first academic year (n = 160), second academic year (n = 273), third academic year (n = 460) and fourth academic year (n = 561). In academic adaptation, first year and second year students had negative outcomes with third and fourth year students having positive outcomes. In Social Adaptation, first year and fourth year students had negative outcomes with second and third year having positive outcomes. In physical – psychological and institutional adaptation, only second year students had negative outcomes with first, third and fourth year had positive outcomes driving towards mental well-being and successful completion. Campus adaptations do vary across academic years influencing student’s experiences at IIT’s and NIT’s.
Keywords: transition, academic year, engineering student
Abdel-Salam, T., Kaufftnann, P., & Williamson, K. (2005). A case study: do high school GPA/SAT scores predict the performance of freshmen engineering students? In Proceedings Frontiers in Education 35th Annual Conference (pp. 7–11). http://doi.org/10.1109/FIE.2005.1612225
Abdullah, “Maria Chong” ., Elias, H. ., Uli, J. ., & Mahyuddin, R. . (2010). Relationship between Coping and University Adjustment and Academic Achievement Amongst First Year Undergraduates in A Malaysian Public University. International Journal of Arts and Sciences, 3(11), 379–392.
Abdykhalykova, Z. E. (2013). Extended Academic Advising in Kazakhstan: Improving the Success of First Year Students. Procedia - Social and Behavioral Sciences, 89, 357–362. http://doi.org/10.1016/j.sbspro.2013.08.860
Abu-aisheh, A. A., & Grant, L. (2011). Fostering Learner Mobility Between Engineering Education and a Twenty First Century Workplace. International Journal of Advanced Corporate Learning (iJAC), 4(2), 4–9. http://doi.org/10.3991/ijac.v4i2.1636
Adeniyi, W. O., Adediran, V. O., & Okewole, J. O. (2014). Personality Types, Demographic Variables and Academic Adjustment of Fresh Undergraduates of Obafemi Awolowo University, Ile-Ife, Nigeria. Journal of Educational and Social Research, 4(6), 493–502. http://doi.org/10.5901/jesr.2014.v4n6p493
Akinrefon, A. A., & Adejumo, A. O. (2012). a Study of Undergraduate Stu Dents ’ Performance in Nigegia. Bulgarian Journal of Science and Education Policy (BJSEP), 6(2), 273–291.
Al-Daghri, N. M., Al-Othman, A., Albanyan, A., Al-Attas, O. S., Alokail, M. S., Sabico, S., & Chrousos, G. P. (2014). Perceived stress scores among Saudi students entering universities: A prospective study during the first year of university life. International Journal of Environmental Research and Public Health, 11(4), 3972–3981. http://doi.org/10.3390/ijerph110403972
Alegre, A. A. (2014). Academic self-efficacy, self-regulated learning and academic performance in first-year university students. Propósitos Y Representaciones Revista de Psicología Educativa de La USIL, 2(1), 101–120. http://doi.org/10.20511/pyr2014.v2n1.54
Al-Khatib, B. A., Awamleh, H. S., & Samawi, F. S. (2012). Student’s Adjustment to College Life at Albalqa Applied University. American International Journal of Contemporary Research, 2(11), 7–16. Retrieved from http://www.aijcrnet.com/journals/Vol_2_No_11_November_2012/2.pdf
Allen, J., Robbins, S. B., Casillas, A., & Oh, I. S. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647–664. http://doi.org/10.1007/s11162-008-9098-3
Ardelt, M. (2010). Are Older Adults Wiser Than College Students? A Comparison of Two Age Cohorts. Journal of Adult Development, 17(4), 193–207. http://doi.org/10.1007/s10804-009-9088-5
Ayele, K. (2011). Adjustment problems, help seeking behaviours and dysfunctional coping strategies of first year college students: The Ethiopian experience. Centrepoint Journal (Humanities Edition), 14(2), 185–207.
Azarin, S., Ferrier, N., Kennedy, S. M., Klingenberg, D., Masters, K., Mcmahon, K. D., … Hagness, S. C. (2008). Work in Progress - A First-Year Introduction-to- Engineering Course on Society ’ s Engineering Grand Challenges. In 38th ASEE/IEEE Frontiers in Education Conference (pp. 1–3).
Bailey, T. L., & Sheppard, S. D. (2006). Work in Progress: Is Engineering For Me? A Qualitative Case Study of First-Year Students. In Proceedings. Frontiers in Education. 36th Annual Conference (pp. 12–13). http://doi.org/10.1109/FIE.2006.322550
BAILLIE, C. (1998). Addressing First-year Issues in Engineering Education. European Journal of Engineering Education, 23(4), 453–465. http://doi.org/10.1080/03043799808923524
Barnes, W., & Loui, M. C. (2012). The adjustment experience of first-year international undergraduate students in engineering. In Proceedings - Frontiers in Education Conference, FIE (pp. 1–6). http://doi.org/10.1109/FIE.2012.6462245
Baxter Magolda, M. B. (2006). Intellectual development in the college years. Change: The Magazine of Higher Learning, 38(3), 50–54. http://doi.org/10.3200/CHNG.38.3.50-54
Bowles, A., Dobson, A., Fisher, R., & Mcphail, R. (2011). An exploratory investigation into first year student transition to university. Research and Development in Higher Education: Reshaping Higher Education, 34, 61–71.
Bowman, N. A. (2010). The Development of Psychological Well-Being Among First-Year College Students. Journal of College Student Development, 51(2), 180–200. http://doi.org/10.1353/csd.0.0118
Brillhart, L. V., & Debs, M. B. (1980). Early interaction: freshman engineering student and industry. European Journal of Engineering Education, 5(1), 295–299. http://doi.org/10.1080/03043798008903527
Buchanan, J. A., Lai, D., & Ebel, D. (2015). Differences in perception of gerotranscendence behaviors between college students and community-dwelling older adults. Journal of Aging Studies, 34(March 2016), 1–9. http://doi.org/10.1016/j.jaging.2015.03.003
Burgess, T., Crocombe, L., Kelly, J., & Seet, P. (2014). The effect of cultural background on the academic adjustment of first year dental students. Journal of Ergonomics, 1(2), 5–14.
Cabrera, N. L., Miner, D. D., & Milem, J. F. (2013). Can a Summer Bridge Program Impact First-Year Persistence and Performance?: A Case Study of the New Start Summer Program. Research in Higher Education, 54(5), 481–498. http://doi.org/10.1007/s11162-013-9286-7
Calaguas, G. M. (2011). Academic achievement and academic adjustment difficulties among college freshmen. Journal of Arts, Science & Commerce, 2(3), 221–226.
Cazan, A. (2014). Academic Resilience and Academic Adjustment for the First Year University Students. In The Second World Congress on Resilience: From Person to Society May 8-10, 2014 - Timișoara (Romania) (pp. 321–327).
Chang, C.-L., Lin, K.-Y., & Hu, T.-C. (2009). A study of academic persistence of science and technology university students in a Taiwan University. Asia Pacific Education Review, 10(4), 517–523. http://doi.org/10.1007/s12564-009-9046-8
Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. http://doi.org/10.1037/0022-06220.127.116.11
Cheong, K., & Ong, B. (2014). Pre-college Profiles of First Year Students: A Typology. Procedia - Social and Behavioral Sciences, 123, 450–460. http://doi.org/10.1016/j.sbspro.2014.01.1444
Chew, B. H., Zain, A. M., & Hassan, F. (2013). Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study. BMC Medical Education, 13(1), 44. http://doi.org/10.1186/1472-6920-13-44
Clark, M. H., & Cundiff, N. L. (2011). Assessing the Effectiveness of a College Freshman Seminar Using Propensity Score Adjustments. Research in Higher Education, 52(6), 616–639. http://doi.org/10.1007/s11162-010-9208-x
Clinciu, A. I. (2013). Adaptation and Stress for the First Year University Students. Procedia - Social and Behavioral Sciences, 78, 718–722. http://doi.org/10.1016/j.sbspro.2013.04.382
Codone, S., Lackey, L., & Grady, H. (2004). A glimpse of how senior engineering students understand engineering as a profession. In 34th Annual Frontiers in Education, 2004. FIE 2004. (pp. 12–19). http://doi.org/10.1109/FIE.2004.1408470
Cohorn, C., & Giuliano, T. (1999). Predictors of Adjustment and Institutional Attachment in 1st-Year College Students. Psi Chi Journal of Undergraduate Research, 4(2), 47–56.
Concannon, J. P., & Barrow, L. H. (2009). A cross-sectional study of engineering students’ self-efficacy by gender, ethnicity, year, and transfer status. Journal of Science Education and Technology, 18(2), 163–172. http://doi.org/10.1007/s10956-008-9141-3
Conley, C. S., Travers, L. V, & Bryant, F. B. (2013). Promoting psychosocial adjustment and stress management in first-year college students: the benefits of engagement in a psychosocial wellness seminar. Journal of American College Health : J of ACH, 61(2), 75–86. http://doi.org/10.1080/07448481.2012.754757
Courter, S. S., & Anderson, K. J. B. (2009). First-year students as interviewers: Uncovering what it means to be an engineer. In Proceedings - Frontiers in Education Conference, FIE (pp. 1–6). http://doi.org/10.1109/FIE.2009.5350568
Courter, S. S., & Johnson, G. (2007). Building community and retention among first-year students: Engineering first-year interest groups (eFIGSs). In Proceedings - Frontiers in Education Conference, FIE (pp. 3–8). http://doi.org/10.1109/FIE.2007.4418132
Cox, M. F., Diefes-Dux, H., & Lee, J. (2006). Development and assessment of an undergraduate curriculum for first-year international engineering students. In Proceedings - Frontiers in Education Conference, FIE (pp. 15–18). http://doi.org/10.1109/FIE.2006.322558
Cragg, K. M. (2009). Influencing the probability for graduation at four-year institutions: A multi-model analysis. Research in Higher Education, 50(4), 394–413. http://doi.org/10.1007/s11162-009-9122-2
Damron, R. L., & High, K. a. (2008). Innovation in linking and thinking: Critical thinking and writing skills of first-year engineering students in a learning community. In 2008 38th Annual Frontiers in Education Conference (p. F2C–16–F2C–21). http://doi.org/10.1109/FIE.2008.4720651
David, L. T., & Nită, G. L. (2014). Adjustment to First Year of College – Relations among Self-perception, Trust, Mastery and Alienation. Procedia - Social and Behavioral Sciences, 127, 139–143. http://doi.org/10.1016/j.sbspro.2014.03.228
Davis, D. C., & McCoullum, H. W. (1992). A program for retention of first-year minority students in engineering and science. In Proceedings - Frontiers in Education Conference, FIE (pp. 401–405). http://doi.org/10.1109/FIE.1992.683427
Deliens, T., Clarys, P., De Bourdeaudhuij, I., & Deforche, B. (2013). Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students. Nutrition Journal, 12(1), 162. http://doi.org/10.1186/1475-2891-12-162
Djulovic, A., & Li, D. (2013). Towards Freshman Retention Prediction: A Comparative Study. International Journal of Information and Education Technology, 3(5). http://doi.org/10.7763/IJIET.2013.V3.324
Doolen, T. L., & Long, M. (2007). Identification of retention levers using a survey of engineering freshman attitudes at Oregon State University. European Journal of Engineering Education, 32(6), 721–734. http://doi.org/10.1080/03043790701520784
Dukhan, S., Cameron, A., & Brenner, E. A. (2012). The influence of differences in social and cultural capital on students’ expectations of achievement, on their performance, and on their learning practices in the first year at university. International Journal of Learning, 18(7), 337–352.
Dunn, K. E., & Mulvenon, S. W. (2009). A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education. Practical Assessment, Research & Evaluation, 14(7), 1–11. http://doi.org/10.1002/ir
Einarson, M. K., & Matier, M. W. (2005). Exploring race differences in correlates of seniors’ satisfaction with undergraduate education. Research in Higher Education, 46(6), 641–676. http://doi.org/10.1007/s11162-004-4138-0
Engberg, M. E., & Mayhew, M. J. (2007). The influence of first-year “success” courses on student learning and democratic outcomes. Journal of College Student Development, 48(3), 241–258. http://doi.org/10.1353/csd.2007.0023
Estell, J. K., & Reid, K. J. (2010). Work in progress - Development of personas: Emphasizing human need in a first-year engineering capstone course. In Proceedings - Frontiers in Education Conference, FIE (pp. 26–27). http://doi.org/10.1109/FIE.2010.5673397
Fan, H., Dong, Z., Hu, G., Song, J., Wang, Q., Zhang, M., & Tang, Y. (2012). An engineering introductory seminar course for first-year college students. In Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012 (pp. 18–21). http://doi.org/10.1109/TALE.2012.6360323
Fleming, L., Engerman, K., & Griffin, A. (2005). Persistence in Engineering Education : Experiences of First Year Students at a Historically Black University. In Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education” (pp. 1–7).
Flowers, L. a. (2006). Effects of attending a 2-year institution on African American males’ academic and social integration in the first year of college. Teachers College Record, 108(2), 267–286. http://doi.org/10.1111/j.1467-9620.2006.00651.x
Flynn, D. (2014). Baccalaureate Attainment of College Students at 4-Year Institutions as a Function of Student Engagement Behaviors: Social and Academic Student Engagement Behaviors Matter. Research in Higher Education, 55(5), 467–493. http://doi.org/10.1007/s11162-013-9321-8
Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University Among First-Year Undergraduates. Journal of College Student Development, 48(3), 259–274. http://doi.org/10.1353/csd.2007.0024
Friesel, A. (2010). Retaining electronic engineering students by project- and team-work from the first semester. In IEEE Educon Education Engineering 2010 - The Future of Global Learning Engineering Education (pp. 1327–1333).
Frye, N., Montfort, D., Brown, S., & Adesope, O. (2012). I’m absolutely certain that’s probably true: Exploring epistemologies of sophomore engineering students. In Proceedings - Frontiers in Education Conference, FIE (pp. 1–6). http://doi.org/10.1109/FIE.2012.6462356
Gallander, M., Dilouya, B., Pancer, S. M., Pratt, M. W., Polivy, J., Adams, G., … Adams, G. (2011). Academic achievement in first-year university: who maintains their high school average? Higher Education, 62(4), 467–481. Retrieved from http://www.jstor.org/stable/41477879
Gan, S., Hanson, S., Hassell, D. G., Hii, C. L., Kabir, F., Lau, P. L., … Wilson, T. (2012). The introduction of an autumn and spring activity week into the first year of a chemical engineering undergraduate program in Malaysia. Education for Chemical Engineers, 7(3), e125–e132. http://doi.org/10.1016/j.ece.2012.05.002
Geldenhuys, J., & De Lange, N. (2007). Career identities of first-year female coloured students. South African Journal of Education, 27(1), 117–137.
Geldenhuys, J., & Lange, N. De. (2007). Career identities of first-year female coloured students. South African Journal of Education, 27(1), 117–137.
George D. Kuh, Ty M. Cruce, Rick Shoup, Jillian Kinzie, & Robert M. Gonyea. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79(5), 540–563. http://doi.org/10.1353/jhe.0.0019
Gieskes, K., Bryant, A., & McGrann, R. (2009). Increasing student-centered learning in a first-year engineering program. In Proceedings - Frontiers in Education Conference, FIE (pp. 1–5). http://doi.org/10.1109/FIE.2009.5350588
Goodboy, A. K., Martin, M. M., & Goldman, Z. W. (2016). Students’ Experiences of Bullying in High School and Their Adjustment and Motivation During the First Semester of College. Western Journal of Communication, 80(1), 60–78. http://doi.org/10.1080/10570314.2015.1078494
Gravel, B., Rushton, E., Kelley, C., & Maitland, S. (2003). The effects of classroom gender dynamics on elementary level engineering education. In Proceedings - Frontiers in Education Conference, FIE (Vol. 1, p. T4D28). http://doi.org/10.1109/FIE.2003.1263379
Grigg, S. J., & Benson, L. C. (2012). How does academic preparation influence how engineering students solve problems? In Proceedings - Frontiers in Education Conference, FIE (pp. 1–6). http://doi.org/10.1109/FIE.2012.6462445
Groll, L. (2011). Understanding Advice Seeking Behavior of First-Year Engineering Women. In 2011 WEPAN National Conference (pp. 1–9).
Hamlin, B., Riehl, J., Hamlin, A. J., & Monte, A. (2010). Work in progress - What are you thinking? Over confidence in first year students. In Frontiers in Education Conference (FIE), 2010 IEEE (pp. 2007–2008). http://doi.org/10.1109/FIE.2010.5673354
Hansen, E. W., Stein, E. M., & May, V. V. (2008). Work in progress - Building community among first year engineering students. In Proceedings - Frontiers in Education Conference, FIE (pp. 19–20). http://doi.org/10.1109/FIE.2008.4720510
Hargreaves, D. J. (1998). Addressing the Transition to Tertiary Education in Engineering. European Journal of Engineering Education, 23(1), 79–89. http://doi.org/10.1080/0304379980230109
Hartmann, E. (2001). Understandings of Information Literacy : The Perceptions of First- Year Undergraduate Students at the University of Ballarat. Australian Academic & Research Libraries Understandings, 32(December). http://doi.org/10.1080/00048623.2001.10755150
Harvey, A., & Luckman, M. (2014). Beyond demographics : Predicting student attrition within the Bachelor of Arts degree. The International Journal of the First Year in Higher Education, 5(1), 19–29. http://doi.org/10.5204/intjfyhe.v5i1.187.This
Hausmann, L. R. M., Schofield, J. W., & Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and white first-year college students. Research in Higher Education, 48(7), 803–839. http://doi.org/10.1007/s11162-007-9052-9
Herts, K. L., Wallis, E., & Maslow, G. (2014). College Freshmen with Chronic Illness: A Comparison With Healthy First-Year Students. Journal of College Student Development, 55(5), 475–480. http://doi.org/10.1353/csd.2014.0052
Herzog, S. (2005). Measuring determinants of student return vs. dropout/stopout vs. transfer: A first-to-second year analysis of new freshmen. Research in Higher Education, 46(8), 883–928. http://doi.org/10.1007/s11162-005-6933-7
Holbrook, J., & DuPont, C. (2009). Profcasts and Class Attendance — Does Year in Program Matter? Bioscience Education eJournal, 13(June), 4. http://doi.org/10.3108/beej.13.c2
HORN, P., JANSEN, A., & Yu, D. (2008). What explains the academic success of second- year economics students ? An exploratory analysis.
Horn, P., Jansen, A., & Yu, D. (2011). Factors explaining the academic success of second-year economics students: An exploratory analysis. South African Journal of Economics, 79(2), 202–210. http://doi.org/10.1111/j.1813-6982.2011.01268.x
Hutchison-Green, M. A., Follman, D. K., & Bodner, G. M. (2008). Providing a voice: Qualitative investigation of the impact of a first-year engineering experience on students’ efficacy beliefs. Journal of Engineering Education, 97(2), 177. http://doi.org/10.1002/j.2168-9830.2008.tb00966.x
Hwa, a. P. (2012). Tertiary Education: A Commentary After Living a Year in India. Asia Pacific Media Educator, 22(1), 101–105. http://doi.org/10.1177/1326365X1202200111
Imbrie, P. K., & Lin, J. (2006). Work in progress: Engineering students’ change in profile over the freshman year across male and female samples: An neural network approach. In Proceedings - Frontiers in Education Conference, FIE (pp. 30–31). http://doi.org/10.1109/FIE.2006.322631
Iorga, M., Ciuhodaru, T., & Romedea, S.-N. (2013). Ethic and unethic. Students and the unethical behavior during academic years. Procedia - Social and Behavioral Sciences, 93, 54–58. http://doi.org/10.1016/j.sbspro.2013.09.151
Jacobs, M., & Pretorius, E. (2016). First Year Seminar intervention enhancing first year Mathematics performance. In SANRC (South African National Resource Centre) - First Year Seminar intervention enhancing first year Mathematics performance (pp. 1–16).
Jacobs, M., Williamson, J., & Pretorius, E. (2015). THE RELATIONSHIP BETWEEN SELECTED GRADE 12 SUBJECTS AND ACADEMIC ACHIEVEMENT OF FIRST YEAR LIFE SCIENCE EDUCATION STUDENTS (pp. 2–11). Retrieved from https://www.researchgate.net/publication/287958664
Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373–391. http://doi.org/10.1007/s10734-008-9161-1
Jansen, E., André, S., & Suhre, C. (2013). Readiness and expectations questionnaire: A cross-cultural measurement instrument for first-year university students. Educational Assessment, Evaluation and Accountability, 25(2), 115–130. http://doi.org/10.1007/s11092-013-9161-2
Jemal, J. (2012a). Assessing Major Adjustment Problems of Freshman Students in Jimma University. Ethiopian Journal of Education and Science, 7(2), 1–14.
Jemal, J. (2012b). Assessing Major Adjustment Problems of Freshman Students in Jimma University. Ethiopian Journal of Education and Science, 7(2), 1–14.
Jeschke, S., Wilke, M., Kato, A., Pfeiffer, O., & Zorn, E. (2008). Early Bird: Preparing engineering freshmen for engineering challenges. In Proceedings - Frontiers in Education Conference, FIE (pp. 1–5). http://doi.org/10.1109/FIE.2008.4720274
Jiménez, L. O., O’Neill-Carrillo, E., & Rodríguez, M. (2009). An introductory learning module on ethics and academic integrity for freshman engineering students. In Proceedings - Frontiers in Education Conference, FIE (pp. 21–26). http://doi.org/10.1109/FIE.2009.5350546
Jin, Q., Purzer, S., & K., I. P. (2012). Measuring first-year engineering students’ knowledge and interest in materials science and engi- neering. American Society for Engineering Education, 1–9.
Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H., & Longerbeam, S. (2007). Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups. Journal of College Student Development, 48(5), 525–542. http://doi.org/10.1353/csd.2007.0054
Jones, B. D., Paretti, M. C., Hein, S. F., & Knott, T. W. (2010). An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans. Journal of Engineering Education, 99(4), 319–336. http://doi.org/10.1002/j.2168-9830.2010.tb01066.x
Joyce, T., & Hopkins, C. (2012). Minority report: Female first year students’ experience of Engineering Teams. Engineering Education, 7(1), 20–29. http://doi.org/10.11120/ened.2012.07010020
Kahn, J. H., & Nauta, M. M. (2001). Social-cognitive predictors of first-year college persistence: The importance of proximal assessment. Research in Higher Education, 42(6), 633–652. http://doi.org/10.1023/A:1012225510213
Kavanagh, M., Clark-Murphy, M., & Wood, L. (2011). The first class: Using icebreakers to facilitate transition in a tertiary environment. Asian Social Science, 7(4), 84–92. http://doi.org/10.5539/ass.v7n4p84
Kilgore, D., Atman, C. J., Yasuhara, K., Barker, T. J., & Morozov, A. (2007). Considering Context : A Study of First-Year. Journal of Engineering Education, 321–334.
Kinsler, L., Leite, P., & Williamson, M. (2007). Work in progress - development of an engineering technology freshman seminar course. In 2007 37th Annual Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports (pp. 5–6). http://doi.org/10.1109/FIE.2007.4417899
Knight, D. W., Carlson, L. E., & Sullivan, J. F. (2007). Improving Engineering Student Retention through Hands-On, Team Based,First-Year Design Projects. In 31st International Conference on Research in Engineering Education (pp. 1–13). Retrieved from http://itll.colorado.edu/images/uploads/about_us/publications/Papers/ICREEpaperfinalin07octJEE.pdf
Knobbs, C. G., & Grayson, D. J. (2012). An approach to developing independent learning and non-technical skills amongst final year mining engineering students. European Journal of Engineering Education, 37(3), 307–320. http://doi.org/10.1080/03043797.2012.684673
Krause, K.-L., & Coates, H. (2008). Students’ engagement in first-year university. Assessment & Evaluation in Higher Education, 33(5), 493–505. http://doi.org/10.1080/02602930701698892
Ku, H., & Goh, S. (2010). Final year engineering projects in Australia and Europe. European Journal of Engineering, 35(2), 161–173. http://doi.org/10.1080/03043790903497336
Lanasa, S. M., Olson, E., & Alleman, N. (2007). The Impact of On-campus Student Growth on First-year Student Engagement and Success. Research in Higher Education, 48(8), 941–966. http://doi.org/10.1007/s11162-007-9056-5
Lee, A., Williams, R., & Kilaberia, R. (2012). Engaging Diversity in First-Year College Classrooms. Innovative Higher Education, 37(3), 199–213. http://doi.org/10.1007/s10755-011-9195-7
Lee, L. a., Hansen, L. E., & Wilson, D. M. (2006). The impact of affective and relational factors on classroom experience and career outlook among first-year engineering undergraduates. In Proceedings - Frontiers in Education Conference, FIE (pp. 15–19). http://doi.org/10.1109/FIE.2006.322566
Lehr, J. L., Obispo, S. L., Finger, H., & Kwang, B. (2012). When , Why , How , Who – Lessons from First Year Female Engineering Students at Cal Poly for Efforts to Increase Recruitment. In Proceedings of the 2012 ASEE PSW Section Conference Cal Poly - San Luis Obispo (pp. 1–26).
Leung, F., Ko, E., & Chow, T. (2012). Helping First-Year Engineering Students in Transition : Promoting Transformative Learning in Student and Faculty Development. In IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012 (pp. 6–10).
Lev Ari, L., & Shulman, S. (2012). Pathways of sleep, affect, and stress constellations during the first year of college: transition difficulties of emerging adults. Journal of Youth Studies, 15(3), 273–292. http://doi.org/10.1080/13676261.2011.635196
Limanond, T., Jomnonkwao, S., Watthanaklang, D., Ratanavaraha, V., & Siridhara, S. (2011). How vehicle ownership affect time utilization on study, leisure, social activities, and academic performance of university students? A case study of engineering freshmen in a rural university in Thailand. Transport Policy, 18(5), 719–726. http://doi.org/10.1016/j.tranpol.2011.01.007
Liu, R.-L., & Chang, K.-T. (2014). The Causal Model of the Freshman Year Characteristics, Campus Experiences and Learning Outcomes for College Students. Procedia - Social and Behavioral Sciences, 116, 1383–1388. http://doi.org/10.1016/j.sbspro.2014.01.402
Lizzio, A., & Wilson, K. (2011). First-year students’ appraisal of assessment tasks: implications for efficacy, engagement and performance. Assessment & Evaluation in Higher Education, 38(July), 1–18. http://doi.org/10.1080/02602938.2011.637156
Louie, B., & Sullivan, J. F. (2011). Ac 2011-2404: a Drop-in Tutoring Program To Support First- Year Engineering. In 118th.ASEE Annual Conference and Exposition (pp. 1–24).
Louis, R. a., & Matusovich, H. M. (2011). Work in progress - Identity development of first-year engineering students through a summer college prep program. In Proceedings - Frontiers in Education Conference, FIE (pp. 11–13). http://doi.org/10.1109/FIE.2011.6142877
Low, K. G. (2011). Flourishing, substance use, and engagement in students entering college: a preliminary study. Journal of American College Health : J of ACH, 59(6), 555–561. http://doi.org/10.1080/07448481.2011.563432
Lowder, L., Khalid, A., Ferreira, D. R., Bohannon, J. L., Stutzmann, B., Atiqullah, M. M., … Colebeck, D. (2015). Student and Faculty Perceptions of Attendance Policies at a Polytechnic University. In 122nd ASEE Annual Conference & Exposition American Society for Engineering Education (pp. 4–26).
Majzub, R. M. (2012). Perspectives of UKM Newcomers to the Academic Environment of the University. Procedia - Social and Behavioral Sciences, 59, 357–363. http://doi.org/10.1016/j.sbspro.2012.09.286
Marnie Hiester, Alicia Nordstrom, & Lisa M. Swenson. (2009). Stability and Change in Parental Attachment and Adjustment Outcomes During the First Semester Transition to College Life. Journal of College Student Development, 50(5), 521–538. http://doi.org/10.1353/csd.0.0089
Marra, R., & Palmer, B. (2004). Encouraging intellectual growth: Senior college student profiles. Journal of Adult Development, 11(2), 111–122. http://doi.org/10.1023/B:JADE.0000024544.50818.1f
Marshall, D., Summer, M., & Woolnough, B. (1999). Students’ conceptions of learning in an engineering context. Higher Education, 38(1), 291–309. http://doi.org/10.1023/A:1003866607873
Martin, N. D., Tobin, W., & Spenner, K. I. (2014). Interracial Friendships Across the College Years: Evidence from a Longitudinal Case Study. Journal of College Student Development, 55(7), 720–725. http://doi.org/10.1353/csd.2014.0075
Martín-gutiérrez, J., & Navarro, R. E. (2011). Mixed Reality for Development of Spatial Skills of First-Year Engineering Students. In 41st ASEE/IEEE Frontiers in Education Conference (pp. 1–6).
Matthew J. Mayhew, Tricia A. Seifert, & Ernest T. Pascarella. (2010). A Multi-Institutional Assessment of Moral Reasoning Development among First-Year Students. The Review of Higher Education, 33(3), 357–390. http://doi.org/10.1353/rhe.0.0153
Mayhew, M. J., Seifert, T. a., & Pascarella, E. T. (2012a). How the First Year of College Influences Moral Reasoning Development for Students in Moral Consolidation and Moral Transition. Journal of College Student Development, 53(1), 19–40. http://doi.org/10.1353/csd.2012.0004
Mayhew, M. J., Seifert, T. a., & Pascarella, E. T. (2012b). How the First Year of College Influences Moral Reasoning Development for Students in Moral Consolidation and Moral Transition. Journal of College Student Development, 53(1), 19–40. http://doi.org/10.1353/csd.2012.0004
Mayo, T. (2013). First-Year Course Requirements and Retention for Community Colleges. Community College Journal of Research and Practice, 37(10), 764–768. http://doi.org/10.1080/10668921003723292
McKenzie, K., & Schweitzer, R. (2001). Who Succeeds at University? Factors predicting academic performance in first year Australian university students. Higher Education Research & Development, 20(1), 21–33. http://doi.org/10.1080/07924360120043621
Mcmanus, I. C., Dewberry, C., Nicholson, S., & Dowell, J. S. (2013). The UKCAT-12 study : educational attainment , aptitude test performance , demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools. Bio Medical Central, 11(244), 1–25.
Meadows, L. a., Nidiffer, J., Ball, S. R., Davis, C. S. G., Finelli, C. J., & Schultz, W. W. (2006). Work in progress: An initial assessment of the effect of the first year experience on under-represented student retention in engineering. In Proceedings - Frontiers in Education Conference, FIE (pp. 14–15). http://doi.org/10.1109/FIE.2006.322672
Meadows, L. A., Nidiffer, J., Ball, S. R., Davis, C. S. G., Finelli, C. J., & Schultz, W. W. (2006). Work in progress: An initial assessment of the effect of the first year experience on under-represented student retention in engineering. In Proceedings - Frontiers in Education Conference, FIE (pp. 14–15). http://doi.org/10.1109/FIE.2006.322672
Mena, I. B., & Diefes-Dux, H. a. (2012). First-Year Engineering Students’ Portrayal of Engineering in a Proposed Museum Exhibit for Middle School Students. Journal of Science Education and Technology, 21(2), 304–316. http://doi.org/10.1007/s10956-011-9325-0
Mergler, G, A., & Boman, P. (2014). Manag- ing the transition : the role of optimism and self-efficacy for first-year Australian university students. Australian Journal of Guidance and Coun- Selling, 24(1), 90–108.
Miller, M. H., Anderson, R., Cannon, J. H., Perez, E., & Moore, H. A. (1998). Campus Racial Climate Policies: The View From The Bottom Up. Race, Gender & Class, 5(2), 139–157. Retrieved from http://www.jstor.org/stable/41675327
Montgomery, R., Follman, D., & Diefes-dux, H. (2003). FIRST-YEAR ENGINEERING SEMINARS Session F4D. In American Society for Engineering Education (ASEE) (pp. 7–12).
Moore, T., Diefes-Dux, H., & Imbrie, P. K. (2005). Developing first-year students’ perceptions of the engineering profession through realistic, client-driven problems. In Proceedings Frontiers in Education 35th Annual Conference (pp. 25–31). http://doi.org/10.1109/FIE.2005.1612228
Mounts, N. S. (2004). Contributions of parenting and campus climate to reshmen adjustment in a multiethnic sample. Journal of Adolescent Research, 19(4), 468–491. http://doi.org/10.1177/0743558403258862
Neuville, S., Frenay, M., Schmitz, J., Boudrenghien, G., Noël, B., & Wertz, V. (2007). Tinto’s theoretical perspective and expectancy-value paradigm: A confrontation to explain freshmen’s academic achievement. Psychologica Belgica, 47(1), 31–50. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-17171-002&site=ehost-live\email@example.com
Nikfal Azar, N., & Reshadatjoo, H. (2014). Designing a model to improve first year student adjustment to university. Management Science Letters, 4(5), 1051–1058. http://doi.org/10.5267/j.msl.2014.3.003
Nyamayaro, P. C., & Saravanan, C. (2013). the Relationship Between Adjustment and Negative. Asian Journal of Social Sciences and Humanities, 2(3).
O’Donoghue, D. (2009). Predicting performance in art college: How useful are the entry portfolio and other variables in explaining variance in first year marks? International Journal of Art and Design Education, 28(1), 82–106. http://doi.org/10.1111/j.1476-8070.2009.01595.x
Opgenorth, J. W., & Games, E. (2012). Nephrotex : Measuring first-year students ’ ways of professional engineering thinking in a virtual internship. American Society for Engineering Education, 2012, 1–15.
Orte, C., March, M. X., & Vives, M. (2007). Social Support, Quality of Life, and University Programs for Seniors. Educational Gerontology, 33(11), 995–1013. http://doi.org/10.1080/03601270701632255
Pande, S., Pande, S., Parate, V., Pande, S., & Sukhsohale, N. (2014). Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training. AJP: Advances in Physiology Education, 38(1), 42–45. http://doi.org/10.1152/advan.00102.2013
Páramo, M. F., Martínez, Z., Tinajero, C., & Rodríguez, M. S. (2014). the Impact of Perceived Social Support in First- Year Spanish College Students Adjustment. Journal of International Scientific Publications, 12(JANUARY 2014), 289–300. http://doi.org/10.1017/CBO9781107415324.004
Park, C. L., Edmondson, D., & Lee, J. (2012). Development of Self-regulation Abilities as Predictors of Psychological Adjustment Across the First Year of College. Journal of Adult Development, 19(1), 40–49. http://doi.org/10.1007/s10804-011-9133-z
Park, H., Behrman, J. R., & Choi, J. (2013). Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools. Demography, 50(2), 447–469. http://doi.org/10.1007/s13524-012-0157-1
Pascarella, E. T., & Terenzini, P. T. (1978). Student-Faculty Informal Relationships and Freshman Year Educational Outcomes. The Journal of Educational Research, 71(4), 183–189. http://doi.org/10.1080/00220671.1978.10885067
Penn-edwards, S., & Donnison, S. (2011). Engaging with Higher Education Academic Support : European Journal of Education, 46(4), 566–580.
Phang, F. A., Ali, M. B., Ghazali, N. M., Bakar, M. N., Zanzali, N. A. A., Puteh, M., … Mohtar, L. E. (2012). Engineering Elements between First Year and Final Year Engineering Students in Malaysia. Procedia - Social and Behavioral Sciences, 56(February), 333–340. http://doi.org/10.1016/j.sbspro.2012.09.661
Phang, F. A., Bilal Ali, M., Bakar, M. N., Ahmad Zanzali, N. A., Abdul Rahman, N. F., Mohtar, L. E., … Puteh, M. (2011). Engineering elements profile among first- and final-year engineering students in Malaysia. In 2011 IEEE Global Engineering Education Conference, EDUCON 2011 (pp. 70–73). http://doi.org/10.1109/EDUCON.2011.5773115
Pieronek, C., McWilliams, L. H., Silliman, S. E., & Uhran, J. J. (2005). The value of a comprehensive, integrated assessment program for improving the first-year engineering experience. In Proceedings Frontiers in Education 35th Annual Conference (pp. 1–6). http://doi.org/10.1109/FIE.2005.1611954
Pieronek, C., Uhran, J. J., Mcwilliams, L. H., & Silliman, S. E. (2004). A Demographic Characterization of First-Year Engineering Students. In Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (pp. 1–11).
Porter, S. R., & Swing, R. L. (2006). Understanding how first-year seminars affect persistence. Research in Higher Education, 47(1), 89–109. http://doi.org/10.1007/s11162-005-8153-6
Powell, R. M. (2008). Improving the persistence of first-year undergraduate women in computer science. ACM SIGCSE Bulletin, 40(1), 518. http://doi.org/10.1145/1352322.1352308
Rajandran, K., Hee, T. C., Kanawarthy, S., Soon, L. K., Kamaludin, H., & Khezrimotlagh, D. D. (2015). Factors Affecting First Year Undergraduate Students Academic Performance. Scholars Journal of Economics, Business and Management, 2(1 A), 54–60.
Rajiah, K., Coumaravelou, S., & Ying, O. W. (2014). Relationship of Test Anxiety , Psychological Distress and Academic Motivation among First Year Undergraduate Pharmacy Students. International Journal of Applied Psychology, 4(2), 68–72. http://doi.org/10.5923/j.ijap.20140402.04
Reason, R. D., Terenzini, P. T., & Domingo, R. J. (2006). First things first: Developing academic competence in the first year of college. Research in Higher Education, 47(2), 149–175. http://doi.org/10.1007/s11162-005-8884-4
Reisberg, R., Raelin, J. a, Bailey, M. B., Carl, J., Whitman, D. L., Pendleton, L. K., & Tech, V. (2011). AC 2011-562 : THE EFFECT OF CONTEXTUAL SUPPORT IN THE FIRST YEAR ON SELF-EFFICACY IN UNDERGRADUATE ENGINEERING PRO- The Effect of Contextual Support in the First Year on Self- Efficacy in Undergraduate Engineering Programs Abstract. American Society for Engineering Education, 2011, 1–14.
Reisslein, M., Tylavsky, D., Matar, B., Seeling, P., & Reisslein, J. (2007). Active and cooperative learning in a freshman digital design course: Impact on persistence in engineering and student motivational orientation. In Proceedings - Frontiers in Education Conference, FIE (pp. 1–6). http://doi.org/10.1109/FIE.2007.4417917
Rigali-Oiler, M., & Kurpius, S. R. (2013). Promoting academic persistence among racial/ethnic minority and european american freshman and sophomore undergraduates: Implications for college counselors. Journal of College Counseling, 16(3), 198–212. http://doi.org/10.1002/j.2161-1882.2013.00037.x
Rivas, R. M., Sauer, P. L., Glynn, J. G., & Miller, T. E. (2011). Persist/Dropout Differences In Pre-matriculation Attitudes Of Freshman Towards College Attrition: A Longitudinal Multiple Group Structural Equations Model. College Teaching Methods & Styles Journal (CTMS), 3(3), 55–68. Retrieved from http://journals.cluteonline.com/index.php/CTMS/article/view/5288
Rocconi, L. M. (2011). The Impact of Learning Communities on First Year Students’ Growth and Development in College. Research in Higher Education, 52(2), 178–193. http://doi.org/10.1007/s11162-010-9190-3
Rodgers, L. S., & Tennison, L. R. (2009). A Preliminary Assessment of Adjustment Disorder Among First-Year College Students. Archives of Psychiatric Nursing, 23(3), 220–230. http://doi.org/10.1016/j.apnu.2008.05.007
Romero, J. F. a., Leite, P., Mantovani, G. L., Lanfredi, A. J. C., & Martins-Filho, L. S. (2011). Engineering education at a new public university in Brazil: first students’ contact with engineering methods. European Journal of Engineering Education, 36(November 2014), 243–252. http://doi.org/10.1080/03043797.2011.578243
Rosli, Y., Othman, H., Ishak, I., Lubis, S. H., Saat, N. Z. M., & Omar, B. (2012). Self-esteem and Academic Performance Relationship Amongst the Second Year Undergraduate Students of Universiti Kebangsaan Malaysia, Kuala Lumpur Campus. Procedia - Social and Behavioral Sciences, 60, 582–589. http://doi.org/10.1016/j.sbspro.2012.09.426
Salami, S. O. (2011). Psychosocial Predictors of Adjustment Among First Year College of Education Students. . US-China Education Review, 8(2), 239–248.
Salim, K. R., Daud, S. M., & Puteh, M. (2009). Assessing students’ knowledge in first-year electronic engineering laboratory. In Engineering Education (ICEED), 2009 International Conference on (pp. 242–246). http://doi.org/10.1109/ICEED.2009.5490576
Salmain, D., Azar, N. N., & Salmani, A. (2014). A Study of First-Year Student Adjustment to College in relation to Academic-Self efficacy, Academic Motivation and Satisfaction with college environment. International Journal of Scientific Management and Development, 2(5), 87–93.
Sanchez, J. R., Laanan, F. S., & Wiseley, W. C. (1999). Postcollege earnings of former students of California Community Colleges: Methods, analysis, and implications. Research in Higher Education, 40(1), 87–113.
Sash, R., Detloff, H., Chen, B., Grandgenett, N., & Duran, D. (2006). Work in progress: Retention of freshmen computer and electronics engineering students. In Proceedings - Frontiers in Education Conference, FIE (pp. 19–20). http://doi.org/10.1109/FIE.2006.322722
Scott, M. a. (2009). Work in Progress - Comparative and quantitative analysis of writing apprehension in first-year engineering student Cohorts at New Mexico state university. In Proceedings - Frontiers in Education Conference, FIE (pp. 1–2). http://doi.org/10.1109/FIE.2009.5350785
Scouller, K., Bonanno, H., Smith, L., & Krass, I. (2008). Student experience and tertiary expectations: factors predicting academic literacy amongst first year pharmacy students. Studies in Higher Education, 33(2), 167–178. http://doi.org/10.1080/03075070801916047
Sharma, B. (2012). Adjustment and Emotional MaturityAmong First Year College Students. Pakistan Journal of Social and Clinical Psychology, 10(2), 32–37.
Sher, K., & Wood, P. (1970). The course of psychological distress in college: A prospective high-risk study. Journal of College Student Development, 37(1), 42–51. Retrieved from http://psycnet.apa.org/psycinfo/1996-94176-004
Shim, S. S., & Ryan, A. M. (2012). What do students want socially when they arrive at college? Implications of social achievement goals for social behaviors and adjustment during the first semester of college. Motivation and Emotion, 36(4), 504–515. http://doi.org/10.1007/s11031-011-9272-3
Sica, L. S., Aleni Sestito, L., & Ragozini, G. (2014). Identity Coping in the First Years of University: Identity Diffusion, Adjustment and Identity Distress. Journal of Adult Development, 21(3), 159–172. http://doi.org/10.1007/s10804-014-9188-8
Sinacore, A. L., & Lerner, S. (2013). The cultural and educational transitioning of first generation immigrant undergraduate students in Quebec, Canada. International Journal for Educational and Vocational Guidance, 13(1), 67–85. http://doi.org/10.1007/s10775-013-9238-y
Sinanan, A. N. (2012). Still Here: African American Male Perceptions of Social and Academic Engagement at a 4-Year, Predominantly White Institution of Higher Learning in Southern New Jersey. SAGE Open, 2(2). http://doi.org/10.1177/2158244012445212
Sinanan, a. N. (2012). Still Here: African American Male Perceptions of Social and Academic Engagement at a 4-Year, Predominantly White Institution of Higher Learning in Southern New Jersey. SAGE Open, 2(2). http://doi.org/10.1177/2158244012445212
Singh, A. (2006). Undergraduate versus Postgraduate Education. Economic and Political Weekly, 2450–2454.
Smyth, F. L., Guilford, W. H., & Nosek, B. A. (2011). First Year Engineering Students Are Strik-Ingly Impoverished in Their Self-Concept As Professional Engineers. In 2011 ASEE Annual Conference and Exposition (pp. 1–11). Retrieved from http://www.asee.org/file_server/papers/attachment/file/0001/1890/Smyth_Guilford_Nosek_FINAL_031011.pdf\npapers2://publication/uuid/DE25470A-C78C-4278-9AB1-D57021545BAC
SOMERS, C. B. (1996). Correlates of Engineering Freshman Academic Performance. European Journal of Engineering Education, 21(3), 317–326. http://doi.org/10.1080/03043799608923417
Stanton, K. C., & Siller, T. (2012). A first look at student motivation resulting from a pass/fail program for first-semester engineering students. In Proceedings - Frontiers in Education Conference, FIE (pp. 1–6). http://doi.org/10.1109/FIE.2012.6462266
Strauss, L. C., & Volkwein, J. F. (2002). Comparing student performance and growth in two and four year institutions. Research in Higher Education, 43(2), 133–161.
Stupnisky, R. H., Renaud, R. D., Daniels, L. M., Haynes, T. L., & Perry, R. P. (2008). The interrelation of first-year college students’ critical thinking disposition, perceived academic control, and academic achievement. Research in Higher Education, 49(6), 513–530. http://doi.org/10.1007/s11162-008-9093-8
SÜNBÜL, D. A. M. (2014). Burnout of University Academic Staff in Turkey. In International Conference on Postgraduate Research 2014 (ICPR 2014) (pp. 1–7).
Swart, J. (2009). Theory versus practical in a curriculum for engineering students &amp;#x2014; A case study. In Africon 2009 (pp. 1–6). http://doi.org/10.1109/AFRCON.2009.5308419
Taratutin, B., Lobe, T., Stolk, J., Martello, R., Chen, K. C., & Herter, R. (2012). Work in progress: How do first-year engineering students develop as self-directed learners? In Proceedings - Frontiers in Education Conference, FIE (pp. 31–33). http://doi.org/10.1109/FIE.2012.6462378
Teresa Makuakane-Drechsel, Linda Se. (2000). Correlates of Retention Among Asian Pacific Americans in Community Colleges: the Case for Hawaiian Students. Community College Journal of Research and Practice, 24(8), 639–655. http://doi.org/10.1080/10668920050140800
Tewell, E. C. (2015). Use of library services can be associated with a positive effect on first-year students’ GPA and retention. Evidence Based Library and Information Practice, 10(1), 79–81. http://doi.org/10.1016/j.acalib.2013.12.002
Thompson, M., Oakes, W., & Bodner, G. (2005). A qualitative investigation of students in a first-year engineering learning community. In Proceedings Frontiers in Education 35th Annual Conference (pp. 1–6). http://doi.org/10.1109/FIE.2005.1612224
Tichon, M. a., & Seat, E. (2002). In their own words: the experience of older undergraduate students placed on engineering project teams with traditional first-year students. In 32nd Annual Frontiers in Education (Vol. 3, pp. 6–12). http://doi.org/10.1109/FIE.2002.1158692
Tinto, V. (1975). The Distributive Effects of Public Junior College Availability. Research in Higher Education, 3(3), 261–274. Retrieved from http://www.jstor.org/stable/40194975 .
Tsang, E., Halderson, C., & Kallen, K. (2007). Work In Progress - Western Michigan University ’ s Effort to Increase Retention of First -Time , First-Year Engineering and Applied Sciences Students. In 37th ASEE/IEEE Frontiers in Education Conference (pp. 9–10).
Uecker, J. E. (2015). Social context and sexual intercourse among first-year students at selective colleges and universities in the United States. Social Science Research, 52, 59–71. http://doi.org/10.1016/j.ssresearch.2015.01.005
Valderrama, E., & Rullán, M. (2009). Guidelines for the final year project assessment in engineering. In 39th ASEE/IEEE Frontiers in Education Conference (pp. 1–5). Retrieved from http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5350767
Van Etten, S., Pressley, M., McInerney, D. M., & Liem, A. D. (2008). College seniors’ theory of their academic motivation. Journal of Educational Psychology, 100(4), 812–828. http://doi.org/10.1037/0022-0618.104.22.1682
Vanthournout, G., Gijbels, D., Coertjens, L., Donche, V., & Van Petegem, P. (2012). Students’ Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students’ Learning Strategies and Academic Motivation. Education Research International, 2012(April 2016), 1–10. http://doi.org/10.1155/2012/152747
Verger, P., Combes, J. B., Kovess-Masfety, V., Choquet, M., Guagliardo, V., Rouillon, F., & Peretti-Wattel, P. (2009). Psychological distress in first year university students: Socioeconomic and academic stressors, mastery and social support in young men and women. Social Psychiatry and Psychiatric Epidemiology, 44(8), 643–650. http://doi.org/10.1007/s00127-008-0486-y
Wang, X. (2009). Baccalaureate attainment and college persistence of community college transfer students at four-year institutions. Research in Higher Education, 50(6), 570–588. http://doi.org/10.1007/s11162-009-9133-z
Wang, X., Liu, C., Zhang, L., Shi, Y., & Rozelle, S. (2013). College is a Rich, Han, Urban, Male Club: Research Notes from a Census Survey of Four Tier One Colleges in China. The China Quarterly, 214(May 2016), 456–470. http://doi.org/10.1017/S0305741013000647
Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3–4), 194–213. http://doi.org/10.1007/s10464-007-9143-y
Wen, M. L.-Y., & Lin, D. Y.-C. (2013). Does Psychological Capital Combat Learning and Adaptive Stress of College Freshmen. Journal of Studies in Education, 4(1), 25. http://doi.org/10.5296/jse.v4i1.4684
Wilcox, P., Winn, S., & Fyvie‐Gauld, M. (2005). “It was Nothing to do with the University, it was Just the People”: The Role of Social Support in the First‐Year Experience of Higher Education. Studies in Higher Education, 30(6), 707–722. http://doi.org/10.1080/03075070500340036
Wintre, M. G., Dilouya, B., Pancer, M. M., Pratt, M. W., Birnie-Lefcovitch, S., Polivy, J., & Adams, G. (2011). Academic achievement in first-year university: Who maintains their high school average? Higher Education, 62(4), 467–481. http://doi.org/10.1007/s10734-010-9399-2
Wohn, D. Y., & Larose, R. (2014). Effects of loneliness and differential usage of Facebook on college adjustment of first-year students. Computers and Education, 76, 158–167. http://doi.org/10.1016/j.compedu.2014.03.018
Wolniak, G. C., & Engberg, M. E. (2010). Academic achievement in the first year of college: Evidence of the pervasive effects of the high school context. Research in Higher Education, 51(5), 451–467. http://doi.org/10.1007/s11162-010-9165-4
Wright, M. O. D., Crawford, E., & Del Castillo, D. (2009). Childhood emotional maltreatment and later psychological distress among college students: The mediating role of maladaptive schemas. Child Abuse and Neglect, 33(1), 59–68. http://doi.org/10.1016/j.chiabu.2008.12.007
Yao, B., Han, W., Zeng, L., & Guo, X. (2013). Freshman year mental health symptoms and level of adaptation as predictors of internet addiction: A retrospective nested case-control study of male Chinese college students. Psychiatry Research, 210(2), 541–547. http://doi.org/10.1016/j.psychres.2013.07.023
Zerna, S. E. S., & Ph, D. (2014). Factors Affecting Retention and Attrition Rates of La Consolacion University Philippines : Examining Students ’ Experiences. International Journal of Trends in Economics Management and Technology (IJTEMT), 3(2), 1–7.
Zhou, Y. X., Ou, C. Q., Zhao, Z. T., Wan, C. S., Guo, C., Li, L., & Chen, P. Y. (2014). The impact of self-concept and college involvement on the first-year success of medical students in China. Advances in Health Sciences Education, 20(1), 163–179. http://doi.org/10.1007/s10459-014-9515-7