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Most of the students, first generation students harbor certain perceptions about and expectations for college, however, these perceptions and expectations can have a negative impact on the students of first year. First generation/year students transition to college differently than continuing or second generation college students even though the process of disequilibrium, self authorship and self efficacy they undergo may bear many similarities to those of continuing generation students. However, negative perception, expectations, assumptions and fears carried to college with them down making experiences that cause disequilibrium more difficult and self-authorship and self-efficacy less likely to occur.
The freshers went through lots of struggle and abilities beyond the classroom that freshman who see themselves as novices are most capable of learning new skills and students who see writing as something more than an assignment about something that matters to them are best able to sustain and interest in academic writing throughout their undergraduate careers. The freshers begin to learn how to speak back to the world in first year courses. For successful adjustment to college significant adults during High School matter more than they might imagine talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly the more participants talk to teachers in high school the more academic early competent difficult in college and this relationship was especially strong for first generation students such findings suggest that getting ready experiences may prepare students to more effectively balance the multiple developmental task the face as college students on the threshold of adulthood. We expect perceived positive parental support and high school to relate academic adjustment and intent to persist in college for all students. And least we forget adult involvement is not something that should stop as children reach adolescence. There is sometimes a tendency to foreground the adolescence search for an independent identity and downplay the value of adult guidance and direction. Guarantee age of an appropriate privileges and privacy must not be confused with the withdrawal of parental advice and guidance as youth prepare for the future lives. Teachers we will do well to develop supportive relationships with all students that comprises both emotional want and academic validation. Student move from high school to college guidance and direction from supportive adults must not stop all Utah to successfully navigate this period of emerging adulthood.

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Riya SinghRiya Singh

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Riya Singh

Riya Singh is a student at St. Xaviers College, Ranchi. She keeps a step forward approach to explore innovative catchy thoughts to help the humankind.
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