Project Abstract

Abstract

The transition from high school to university life represents a significant and often challenging period for many college students. Navigating new academic demands, social environments, and personal responsibilities can be overwhelming, potentially leading to increased stress, anxiety, and adjustment difficulties. Resilience, the ability to effectively cope and adapt in the face of adversity, plays a crucial role in students' successful transition and overall well-being. Peer support groups have emerged as a promising approach to enhancing resilience among college students by providing a supportive network, fostering a sense of belonging, and promoting the development of effective coping strategies. This study aims to examine the role of peer support groups in enhancing resilience among college students transitioning to university life. A mixed-methods approach will be employed, combining quantitative measures of resilience and adjustment with qualitative interviews to gain a comprehensive understanding of students' experiences and perspectives. The findings of this study will contribute to the existing literature on resilience-building interventions and inform the development and implementation of effective peer support programs tailored to the unique needs of college students during this critical transitional period.

Project Overview

Chapter 1: Introduction

The transition from high school to university life represents a significant milestone and a period of substantial change for many young adults. This transition often involves navigating new academic challenges, adapting to different social environments, and taking on increased personal responsibilities.^1^ While some students thrive during this transition, others may experience significant stress, anxiety, and adjustment difficulties, which can negatively impact their mental health, academic performance, and overall well-being.^2^

Resilience, defined as the ability to effectively cope and adapt in the face of adversity, has been identified as a crucial factor in facilitating successful transitions and promoting positive outcomes for college students.^3^ Resilient individuals possess a range of protective factors, such as effective coping strategies, strong social support networks, and a positive mindset, which enable them to navigate challenges and adversities more effectively.^4^

Peer support groups have emerged as a promising approach to enhancing resilience among college students. These groups, typically facilitated by trained peer leaders or counselors, provide a supportive and inclusive environment for students to share their experiences, learn from one another, and develop effective coping strategies.^5^ By fostering a sense of belonging, promoting social connections, and facilitating the exchange of coping strategies, peer support groups can help students build resilience and enhance their ability to adapt to the demands of university life.

While numerous studies have explored the benefits of peer support groups in various contexts, there is a need for research specifically focused on their role in enhancing resilience among college students transitioning to university life. Existing literature has yielded promising results, suggesting that peer support groups can positively impact mental health, academic performance, and overall adjustment,^6^ but there is a lack of comprehensive research examining the mechanisms through which these groups influence resilience.

This study aims to contribute to the existing literature by examining the role of peer support groups in enhancing resilience among college students transitioning to university life. Specifically, the research objectives are:

1. To assess the impact of peer support groups on resilience and factors contributing to resilience, such as coping strategies, social support, and self-efficacy.
2. To explore the subjective experiences and perspectives of college students participating in peer support groups, gaining insights into the strengths, challenges, and potential areas for improvement.
3. To identify key factors that contribute to the success or failure of peer support groups in enhancing resilience among college students during the transition to university life.

By addressing these objectives, the study will provide valuable insights for higher education institutions, student support services, and mental health professionals, enabling them to develop and implement effective peer support programs tailored to the unique needs of college students during this critical transitional period.

In the subsequent chapters, a comprehensive review of the relevant literature will be presented, followed by a detailed description of the research methodology, data analysis, and the presentation of findings. The study's implications for theory and practice, as well as recommendations for future research, will be discussed in the concluding chapter.

Footnotes:

1. Compas, B. E., Wagner, B. M., Slavin, L. A., & Vannatta, K. (1986). A prospective study of life events, social support, and psychological symptomatology during the transition from high school to college. American Journal of Community Psychology, 14(3), 241-257.
2. Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231-1244.
3. Walker, C., Gleaves, A., & Grey, J. (2006). Can students within higher education re-establish resilience with intervention from academic resilience building precepts? Research in Post-Compulsory Education, 11(1), 35-52.
4. Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238.
5. Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223-236.
6. Mattanah, J. F., Ayers, J. F., Brand, B. L., Brooks, L. J., Quimby, J. L., & McNary, S. W. (2010). A social support intervention to ease the college transition: Exploring main effects and moderators. Journal of College Student Development, 51(1), 93-108.
7. Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). 'It was nothing to do with the university, it was just the people': The role of social support in the first-year experience of higher education. Studies in Higher Education, 30(6), 707-722.
8. Rayle, A. D., & Chung, K. Y. (2007). Revisiting first-year college students' mattering: Social support, academic stress, and the mattering experience. Journal of College Student Retention: Research, Theory & Practice, 9(1), 21-37.