dc.contributor.advisor | Roman, Nicolette | |
dc.contributor.author | Stroud, Candice | |
dc.date.accessioned | 2018-07-30T12:58:22Z | |
dc.date.available | 2018-07-30T12:58:22Z | |
dc.date.issued | 2017 | |
dc.identifier.uri | http://hdl.handle.net/11394/6127 | |
dc.description | Magister Artium - MA (Child and Family Studies) | |
dc.description.abstract | First-year students face an array of challenges, ranging from financial, to academic and
psychosocial problems. Research suggests that first-year students require student support
structures to enable student retention. Higher education institutions have now focused on
building towards student graduate attributes as well as developing well-balanced, well-rounded
students. First-year experience studies have identified the growing interest in the potential
impact of psycho-social interventions on the social adjustment and influence on students’
mental health. This study assess the effects of psychosocial interventions on the mental health
and adjustment of first-year students by using an Interrupted Time Series (ITS) analysis. | |
dc.language.iso | en | |
dc.publisher | University of the Western Cape | |
dc.title | Adjustment of first year university students and the effect of a psychosocial intervention on their mental health and adjustment over an interrupted time series | |
dc.rights.holder | University of the Western Cape | |