Grounded in literature on school transitions and autobiographical memory, this study focuses on the personal memories of a sample of 112 young Italian adults facing their transition to university. Participants were asked to recall five memories of their high school transition experience and, subsequently, the students were assessed in terms of resilience, future orientation, academic motivation, university transition experience, and subjective well-being since attending university. The memories were coded for narrative themes, structure, and integrative meaning. The results, consistent with prior studies on school memories, indicate that memory narratives are, on average, specific and focused on interpersonal relationships. Tension, redemption sequences, and autobiographical integration were other important dimensions of most of the memories. The number of integrative memories (i.e., those that connect a certain memory with a broader meaning) is correlated with important individual factors that influence university transition (resilience, future orientation, and academic intrinsic motivation) and predict both perceived difficulty in the university transition and subjective well-being. Results are discussed in light of prior studies on autobiographical memory and school transitions.

The transition to university in a sample of Italian students: the role of integrative memories of high school transition

Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self-efficacy, academic achievements, and regulation in first-year university students during their transition into HE. The convenience sample consisted of 374 first-year university students (230 females, 61.5%), aged from 18 to 33 (M = 19.86, SD = 1.51) and recruited from an Italian university. Self-efficacy was assessed using the Motivated Strategies for Learning Questionnaire; regulation strategies were assessed with the Inventory of Learning Patterns of Students; and a self-reported grade point average was taken as an indicator of each student's academic performance. Result shows that students' self-efficacy was positively associated with self-regulation and negatively associated with a lack of regulation. Students with higher self-efficacy and self-regulation strategies had better academic performance. Female students performed better in academic activities and adopted more external regulation strategies. The findings represent an opportunity for university institutions to consider the interventions they provide to first-year students in order to facilitate the successful transition from secondary school; they also provide researchers with further knowledge about the effect of self-efficacy, and regulation strategies on students' adjustment to HE. Le transizioni scolastiche hanno ricevuto un crescente interesse negli ultimi anni, poiché rappresenta un periodo delicato e impegnativo per gli studenti. Lo scopo di questo studio è stato quello di comprendere le associazioni tra autoefficacia, risultati accademici e regolazione negli studenti universitari del primo anno durante la loro transizione all'Università. Il campione di convenienza consisteva in 374 studenti universitari del primo anno (230 femmine, 61,5%), di età compresa tra i 18 e i 33 anni (M = 19,86, SD = 1,51). I risultati mostrano come l'autoefficacia degli studenti era positivamente associata all'autoregolazione e negativamente associata alla mancanza di regolazione. Gli studenti con maggiore autoefficacia e strategie di autoregolazione hanno avuto migliori prestazioni accademiche. Le studentesse si sono comportate meglio nelle attività accademiche e hanno adottato più strategie di regolazione esterna. I risultati rappresentano un'opportunità per le istituzioni universitarie di considerare gli interventi a supporto degli studenti del primo anno al fine di facilitare la transizione. Author's declare no conflict of interest. The data that support this study are available from the corresponding author upon reasonable request. 

Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements

Although teacher effectiveness plays a critical role in the learning process, little is known about its conceptualization and assessment, particularly in higher education (HE). This review aims to fill this gap by (a) listing the literature on teacher effectiveness, (b) identifying the instruments that have been used to assess teacher effectiveness (HE), and (c) highlighting the most effective teaching approaches based on the relevant literature. The selection process considered studies published since 1990 and conducted in higher education contexts with students. The research articles measured instructional processes and faculty effectiveness in terms of student outcomes, focusing on student achievement and student satisfaction. In reviewing the international research, special attention was paid to Southeastern Europe and Greece in particular. After a thorough review, the analysis revealed 26 studies. The results show that there is no universal definition of effective higher education teaching. Effective teaching may manifest itself in high scores on student performance assessments or in rewarding classroom interactions. Based on this principle, the way teacher effectiveness is defined is closely linked to proposed solutions in educational policy. Furthermore, research has shown that student-centered teaching styles are perceived by students as more effective, engaging, and performance-enhancing. However, several studies have not clarified why different teachers use different teaching styles in similar contexts. This review represents a step forward in our understanding of teacher effectiveness in HE. Nonetheless, effective teaching strategies could be better conceptualized through future research aimed at assessing the contextual nature of teaching along with student perceptions of effectiveness and expectations for an effective classroom climate.

Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education

According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.

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The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

This study investigates the relationship among defense styles and learning through academic procrastination and psychological well-being. The sample comprises 628 social science students from a Greek university. Path analysis is used to explore associations and interactions among the variables. The results show that academic procrastination and psychological well-being mediate the relationship between defense styles and approaches to learning, indicating the expected direct and indirect effects. Defense styles are directly related to approaches to learning. Mature defense styles are associated with learning through psychological well-being in a positive way, and immature defense styles are associated with learning through academic procrastination in a negative way. This study supports the current line of research in associations between defense styles and learning and the importance of linking mental health variables with learning. 

The Relationship Between Defenses and Learning

International studies focus on the successful transition into higher education, which is considered crucial for both the students and the educational institution in the context of students' learning and adjustment in higher education. The aim of the current study was to identify student profiles that include cognitive, metacognitive, and motivational aspects of learning, but also aspects of resilience, emotion dysregulation, and anxiety. The sample consists of 316 Greek undergraduate students (18.7% males and 81.3% females). The results showed four different (meta)-cognitive-emotional learner profiles: the emotionally stable and highly adaptive learner; the emotionally dysregulated and at risk learner; the emotionally dysregulated and highly adaptive learner; the emotionally stable and at risk learner. Emotionally dysregulated and at risk learner has a lower GPA than the emotional stable and highly adaptive learner, the emotionally dysregulated and highly adaptive learner and the emotionally stable and at risk learner.

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The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles.

Social relationships and social media addiction among adolescents: Variable-centered and person-centered approaches

Teachers’ sentiment about physical appearance of primary school students: Associations with student–teacher relationship quality and student popularity among classroom peers

Sofia Mastrokoukou

Papers

The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles.

Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements

Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education

Social relationships and social media addiction among adolescents: Variable-centered and person-centered approaches

Teachers’ sentiment about physical appearance of primary school students: Associations with student–teacher relationship quality and student popularity among classroom peers