Abstract

While adapting to a completely new learning environment, first-year university students who are less academically inclined and lacking emotional regulation can easily be overwhelmed by independent learning, complex subject matter, and a heavy workload. Such challenges of transitioning into university can compound and lead to student disengagement. The current study aims to understand how at-risk students transitioned into a university in Singapore in the months after their transition. Interview data regarding perceptions, support systems, and study strategies of 13 at-risk students were collected and analysed. Schlossberg’s Transition Theory was used as a theoretical foundation to discuss the findings of this paper within the wider literature and propose recommendations for educators. Three themes emerged: (1) the role of peers, (2) struggles of university learning, and (3) coping strategies. Overall, university freshmen were aware of their need to adapt to the demands of university learning, but remained overwhelmed with academic demands, struggled with self-directed learning and time management, and hence, reported a drop in self-efficacy and motivation. This was combatted to an extent by employing solution- and emotion-focused coping strategies. Peers were also highlighted as important sources of support in exchanging knowledge and reducing emotional distress. Implications for educators are highlighted in supporting at-risk students.

Keywords: First year, Schlossberg’s Transition Theory, at-risk students, coping strategies, peer support