Relationship between adjustment and support types: Young and mature-aged local and international first year university students

First year university is an important transition context for students. The present study examined the relationship between adjustment and support types, sources and levels of support, and satisfaction with levels of support, for first year students in an Australian university. Comparisons were made...

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Bibliographic Details
Published in:Higher education 2007-08, Vol.54 (2), p.247-265
Main Authors: Ramsay, Sheryl, Jones, Elizabeth, Barker, Michelle
Format: Article
Language:English
Subjects:
Academic learning
Adult Students
Age factors
Analysis
Ausland
Australia
Australien
College Freshmen
College students
Companionship
Comparative Analysis
Education systems
Emotional adjustment
Emotional support
First year students
Foreign Students
Friendship
Higher education
Hochschule
Human relations
International
International students
Learning strategies
Lehre
Nontraditional students
Psychology
Research and development
Satisfaction
Secondary postsecondary transition
Social companionship
Social networks
Social support groups
Student
Student Adjustment
Student Attitudes
Student characteristics
Student Personnel Services
Student support services
Student welfare
Studentenschaft
Students
Students, Foreign
Studienverhalten
Studium
Support services
Surveys
Tertiary education
Tertiary students
Universities
Universities and colleges
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Summary:First year university is an important transition context for students. The present study examined the relationship between adjustment and support types, sources and levels of support, and satisfaction with levels of support, for first year students in an Australian university. Comparisons were made between young (17-21 year olds) and mature-aged students and local and international students. Findings indicate that well-adjusted students reported higher levels of social companionship support than the less adjusted group. Many students would have liked more support overall. In comparison to the local group, international students would have liked to receive more emotional, practical and informational support. The implications for service provision and university strategies are discussed. (HRK / Abstract übernommen).
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-006-9001-0