Academic and Social Adjustment Struggles of First-Year B.Ed. Humanities Students
Insights from a South African University
Bibliographic Data
| ID | 22256602 |
|---|---|
| Authors | Zenande Nonkula (0000-0002-3858-7703, Walter Sisulu University), Nana Yaw Brenya Agyeman (0000-0002-9111-1990, Walter Sisulu University) |
| Year | 2025 |
| Volume | 6 |
| Issue | 14 |
| Pages | 3678 |
| Publication date | 2025-12-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | E-Journal of Humanities Arts and Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2720-7722 • E-ISSN: 2720-7722 |
| Publisher | Noyam Publishers (PUBLISHER) |
| DOI | 10.38159/ehass.202561412 |
| OpenAlex | W7117517270 |
| Language | EN |
| References cited | 30 |
First-year B.Ed. Humanities students often experience significant challenges transitioning from high school to university, particularly in adapting to academic expectations and navigating social environments. This study aimed to explore the academic and social adjustment struggles faced by first-year B.Ed. Humanities students at a South African university are using Tinto’s Theory of Student Integration and Bandura’s Social Learning Theory as guiding frameworks. A qualitative research design and interpretive paradigm were applied using qualitative questionnaires completed by a purposive sample of first-year students. Data was analysed through thematic analysis. Key themes emerged, including difficulties with independent learning, managing time and multiple modules, language and communication barriers, social isolation, and challenges with group work dynamics. The study highlights the interconnected nature of academic and social challenges in student adjustment, reinforcing the importance of institutional support in fostering student integration and self-efficacy. This study contributes to scholarship by providing context-specific insights into the lived experiences of South African B.Ed. Humanities students, expanding the application of established theoretical frameworks in understanding student adjustment within underexplored educational settings, and informing targeted interventions to enhance student retention and success
Psychological intervention · Qualitative research · Scholarship · Semi-structured interview · Thematic analysis · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Higher Education Research Studies · Social Work
Socio-economic status and academic performance in higher education
Dropout from Higher Education
Leaving College
Adjustment Dynamics of First-Year Students to University Life at a Rural University in South Africa
Bridging the Gap
Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University
The social and academic adjustment experiences of first-year students at a historically disadvantaged peri-urban university in South Africa
Towards understanding the influence of rurality on students’ access to and participation in higher education
Low-income rural youth migrating to urban universities in South Africa
The Learning and Use of Academic English Words
Patterns of success
The Geography of Racial/Ethnic Test Score Gaps
| Citation velocity | historical |
|---|---|
| Highly cited | No |