Popovich, Sarah C.
(2018)
Resilient Behaviors of High-Achieving Students in their First Year of College.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This phenomenological study explores how high-achieving students experience resiliency in their first year of college. In order to meet the needs of high-achieving college students, educators need specific recommendations on how to best advise and promote resiliency in their first year of college. The purpose of this study is to provide greater insight for higher education professionals as they work to develop quality programs and resources for high-achieving students. The three research questions that guided this study were: How do high-achieving college students describe stressful experiences in their first year of college? How do high-achieving college students describe coping with stressful experiences in their first year of college? How do high-achieving students describe their learning from stressful experiences in their first year of college? Through individual interviews with 10 sophomores and juniors, students described how they experienced stressful and challenging situations, how they coped with those situations, and what they learned from going through those experiences. Participants revealed dealing with many challenging academic and social experiences during their first year to which they applied both independent and dependent coping strategies. Students revealed that learning from those challenges was an important part of their experience and helped them to be more prepared for future challenges. As a result of this study, recommendations for educators who work with high-achieving students include first, dispelling the myth that high-achieving students do not experience stress or challenges in their first year, secondly, promoting an individualized approach to advising high-achieving students, and lastly, the creating opportunities for students to share stories of resilience. Educators can use these findings as a guide to help high-achieving students succeed academically and socially in their first year of college.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
26 September 2018 |
| Date Type: |
Publication |
| Defense Date: |
2 May 2018 |
| Approval Date: |
26 September 2018 |
| Submission Date: |
16 July 2018 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
136 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
resiliency; high-achieving; first year experience |
| Date Deposited: |
26 Sep 2018 12:44 |
| Last Modified: |
26 Sep 2018 12:44 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/34901 |
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