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Navigating First-Year Undergraduate Achievement: Students' Perceptions & Coping Strategies

This research by Nancy Luan, a PhD student at the School of Applied Science, explores students' perceptions of first-year undergraduate achievement through a grounded theory study. It delves into the meaning of achievement, coping strategies for difficult experiences, and influential factors. The findings highlight the importance of self-reliance, seeking external help, and various supportive elements that impact achievement. Through interviews, surveys, and self-reflection, the study sheds light on how students navigate their academic journey in higher education.

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Navigating First-Year Undergraduate Achievement: Students' Perceptions & Coping Strategies

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  1. “Getting what I want out of it!” - Students’ perceptions of first year undergraduate achievement Nancy Luan PhD student School of Applied Science

  2. Research design • Overall research aim • Grounded theory study- Semi-structured interview • Phenomenography study- Self reflection • Survey- Questionnaire • Data collection- Sept, 2007-Sept, 2008 • Research sample

  3. Research Findings • Meaning of FY undergraduate achievement • FY undergraduates’ achievement making process • FY undergraduates’ strategies for coping with difficult experience • Influential factors in FY undergraduate achievement

  4. Meaning of FY undergraduate achievement

  5. Influential elements FY undergraduates’ perspective on FY achievement in HE (Personal aims) Involving oneself in HE FY experience outcomes FY undergraduates’ achievement making process

  6. FY undergraduates’ strategies for coping with difficult experience • Being self-reliant “But now I have learned that I need to like change myself and adjust myself. And be more open and try not to be shy.” (S11) “Just either go out or watch TV. […] Yeah, have a break. After the break, I feel a bit more willing to work again.” (S6) • Seeking external help “If I find that I don’t really understand anything, then I can ask the pharmacy staff at work. […] Otherwise, I can always ask my friends and see what they say and how they figure it out. And as a last resource, I can go to the lecturers or email them.” (S11)

  7. Influential factors in FY undergraduate achivement • Support • Academic teaching • Interpersonal relationship • Accommodation • Personal academic background • Personal task value expectancy • Personal organization and time management skills • Personal habits or traits

  8. Thank you Y.Luan@wlv.ac.uk

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