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Socio-Emotional Support in Higher Education: Evidence from First Year Learning Communities

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Title: Socio-Emotional Support in Higher Education: Evidence from First Year Learning Communities
Language: English
Authors: Jet P. van der Zijden, Theo Wubbels
Source: Journal of University Teaching and Learning Practice. 2023 20(6).
Availability: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Peer Reviewed: Y
Page Count: 31
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Emotional Learning, Higher Education, Communities of Practice, College Freshmen, Pharmaceutical Education, Foreign Countries, Student Attitudes, Teacher Student Relationship, Peer Relationship, Student Experience, Social Environment, Classroom Environment
Geographic Terms: Netherlands
ISSN: 1449-9789
1449-9789
Abstract: First-year learning communities (FLCs) are known to improve student integration during the first year at university. The FLC classroom social climate and its potential role in contributing to this positive effect of FLCs have not been studied. The current study wants to elucidate students' perceptions of the social climate within the Utrecht Undergraduate Pharmacy FLCs by exploring students' perceptions and perceived value of peer and student-teacher interactions within these FLCs, relate these perceptions to the dimensions of the classroom social climate and clarify which factors help or hinder a positive perceived value. Fourteen first-year students from the cohort 2020-2021 (n=208) participated in semi-structured individual interviews in the first, second, and fourth period of the first year. At year's end, first year students completed an online questionnaire on the quality of peer and student-teacher interactions. Our results show that FLC interactions are positively valued when students experience academic support from peers and teacher, socio-emotional support from peers and teacher, and active participation in class activities which corresponds to the classroom social climate dimensions student cohesiveness, student involvement and personalisation. Students' perceived value of interactions was influenced by a variety of factors of which online classes hampered all valued classroom social climate dimensions. Socio-emotional support from peers and teacher was not only one of the most valued classroom climate elements, it also indirectly promoted academic support and active participation. This highlights the importance of socio-emotional support in the classroom, which should receive an increased amount of attention in higher education.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://ro.uow.edu.au/jutlp/vol20/iss6/23/
Accession Number: EJ1409143
Database: ERIC
FullText Links:
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  Data: Socio-Emotional Support in Higher Education: Evidence from First Year Learning Communities
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  Data: <searchLink fieldCode="AR" term="%22Jet+P%2E+van+der+Zijden%22">Jet P. van der Zijden</searchLink><br /><searchLink fieldCode="AR" term="%22Theo+Wubbels%22">Theo Wubbels</searchLink>
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  Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: First-year learning communities (FLCs) are known to improve student integration during the first year at university. The FLC classroom social climate and its potential role in contributing to this positive effect of FLCs have not been studied. The current study wants to elucidate students' perceptions of the social climate within the Utrecht Undergraduate Pharmacy FLCs by exploring students' perceptions and perceived value of peer and student-teacher interactions within these FLCs, relate these perceptions to the dimensions of the classroom social climate and clarify which factors help or hinder a positive perceived value. Fourteen first-year students from the cohort 2020-2021 (n=208) participated in semi-structured individual interviews in the first, second, and fourth period of the first year. At year's end, first year students completed an online questionnaire on the quality of peer and student-teacher interactions. Our results show that FLC interactions are positively valued when students experience academic support from peers and teacher, socio-emotional support from peers and teacher, and active participation in class activities which corresponds to the classroom social climate dimensions student cohesiveness, student involvement and personalisation. Students' perceived value of interactions was influenced by a variety of factors of which online classes hampered all valued classroom social climate dimensions. Socio-emotional support from peers and teacher was not only one of the most valued classroom climate elements, it also indirectly promoted academic support and active participation. This highlights the importance of socio-emotional support in the classroom, which should receive an increased amount of attention in higher education.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Pharmaceutical Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Social Environment
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Netherlands
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      – TitleFull: Socio-Emotional Support in Higher Education: Evidence from First Year Learning Communities
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            NameFull: Theo Wubbels
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