Browsing by Author "Nelson, K"

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Friendship supported learning – the role of friendships in first-year students’ university experiences
(2017-07) Picton, C; Kahu, ER; Nelson, K
The student experience at university is impacted by student and institutional factors that combine to influence student wellbeing and engagement. This paper contributes to existing literature on student engagement by exploring friendships that are formed with other students. The qualitative study followed students at an Australian regional university throughout their first year of study. Drawing on Kahu and Nelson’s framework of student engagement, this paper reports findings on the influence of friendships on students’ psychosocial experiences, and on learning engagement outcomes. Findings indicated that students establish friendships with people with common interests, increasing a sense of belonging. Friendships also improve student wellbeing through increasing comfort in attending class, reducing stress, and providing opportunities to relax. Through initiating student supported learning opportunities, friendships also lead to opportunities for students to deepen their engagement: enhance student interest, develop positive learning behaviours, and increase cognitive understanding.
I'm excited! Student expectations prior to starting their first year at university
(Unistars, 2016) Kahu, ER; Nelson, K; Picton, C
First year student retention is an ongoing challenge in higher education and expectations are an important influence on students’ adjustment. Based on interviews with 19 students before they started at a regional Australian university, this research is informed by a framework of student engagement that proposes that the student experience occurs in an educational interface, the dynamic space influenced by student and institutional factors. Four constructs manifest within the interface and influence engagement. This paper therefore explores students’ emotions, self-efficacy, well-being, and belonging prior to starting university. Overall, the students have expectations of high engagement driven by two key influences: the alignment between their interests and their courses, and the relationships they expect to make. While some are nervous about what lies ahead, others are naïvely optimistic. Most know what they need from the university but seem less aware of what they need to do in order to succeed.