This article discusses the importance of academic and social skills development for first-year university students. It covers key terms, study skills, social skills, and the transition period. The article cites relevant studies and provides recommendations for institutions to help students develop social skills.
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Running Head: SKILLS DEVELOPMENT1 Academic and Professional Skills Development Name Institutional Affiliation
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SKILLS DEVELOPMENT2 Introduction The period of transition from high school to university presents a major change in the lives of first-year students. These students face various challenges, and they develop various ways of coping with them. While academic skills are often touted as a critical ingredient to success in tertiary education, social skills play an essential role in stabilizing the life of the student and allowing them to balance out their energy expenditure when operating in a stressful environment (McMillan, 2014). Although there are cases of students with excellent academic skills and few social skills succeeding academically, such are rare occurrences. Studies have demonstrated the role that social skills play in ensuring a smooth transition to university life such that they are successful in their tertiary education exploits. Definitions of Key Terms Academic skills are skills that incorporate critical thinking skills, exam skills, presentation skills, study skills as well as digital capabilities. In most cases, students who have qualified for university slots have good academic skills. Nevertheless, the students may need to adopt new ways of applying these skills in a different learning environment. Social skills involve interpersonal problem-solving, conflict resolution, and survival skills. They also involve the ability to control emotions, self-awareness, and acceptance of other cultures. Social skills help students develop healthy relationships and vibrant social life. Argument A review of past studies conducted reveals that social skills have a significant impact on academic success during the transition period to university life. While academic skills are also important, social skills carry more weight in determining student outcomes during this period. It is therefore vital to pay attention to the development of social skills for first-year students.
SKILLS DEVELOPMENT3 Study Skills Study skills have an impact on the academic performance of university students. Various study skills, when used collectively and appropriately applied to the discipline a student is focusing on act as a precursor to academic success. Time management is a vital skill that often involves learning to reduce or avoid procrastination. Procrastination involves the intentional delay of a specific course of action while being aware of the negative consequences (Hassanbeigi et al., 2011). Through planning and appropriate use of time, a student avoids a pile-up of tasks that can be overwhelming given the time constraints they have. Concentration requires shielding the pursuit of academic goals from unwanted distractions. Working memory is a crucial component of the concentration process. Working memory involves function such as storage and retrieval of information from the long-term or temporary memory storage. It is also related to cognitive abilities including learning, problem-solving, and reasoning (Hassanbeigi et al., 2011). Note taking and note reviewing are vital elements of the learning process in colleges. Note-taking is essential for students even when they know they will not review the notes later (Hassanbeigi et al., 2011). Note- taking leads to better performance just attending lectures and reviewing replicated content distributed during the lessons. Motivation can either be intrinsic or extrinsic. Motivation differs greatly from student to student. While some students are driven by doing something that is enjoyable to them, some are driven by the prospect of career opportunities that will be opened up when they complete their studies (Saklofske, Austin, Mastoras, Beaton & Osborne, 2012). Another skill relates to organizing and processing information. Often, students are faced with huge loads of information that they have to process. By organizing information such that it is manageable, students are likely to be motivated (Saklofske et al., 2012). Processing information involves techniques such as repetition, analyzing, memorizing, relating, structuring, and critical thinking (Hassanbeigi et al., 2011).
SKILLS DEVELOPMENT4 Social Skills The paper “Thriving or just surviving? Exploring student strategies for a smoother transition to university” explores strategies needed for the successful transition into a university’s learning system (Richardson, King, Garrett, & Wrench, 2012). First-year students encounter increased freedom alongside a largely unstructured learning system in their new institutions. The paper presents the results of a survey carried out to determine the health and well-being of first-year students. An anonymous online survey was sent to students in the education and health faculties. The participation of students was voluntary, and the responses would be anonymous. Out of 139 responses, 17 said they were thriving, and 27 said they were just surviving (Richardson et al., 2012). These two groups had different responses to other questions regarding their social life in their new place of learning. Thriving students had developed new friendships in and out of classes while just surviving students had temporary friendships in classes only. Thriving students had positive it reactions with staff while just surviving students felt that support from staff was inadequate or did not meet their expectations (Richardson et al., 2012). Just surviving students also recorded a reduced social activity which was more pronounced if they had to relocate to attend school. These students missed the old friends they had made in their hometowns as they had difficulty in making new friends. Thriving students reported changes in social interactions but no change or improvement in the frequency and satisfaction from these interactions. Thriving students noted that their mental health did not change or it changed for the better during the transition period. Most just surviving students reported that their mental health states turned for the worse while only one reported an improvement. Thriving students had effective stress coping mechanisms as they focused on taking action to handle the situation (Richardson et al., 2012). Just surviving students were more accustomed to passive or avoidance coping strategies that put off the stressful event for later. In both cases, students reported pressure with regards to
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SKILLS DEVELOPMENT5 work, life, study, and personal commitments balance (Richardson et al., 2012). Nevertheless, the thriving students used more positive language to describe this situation that did the just surviving segment (Richardson et al., 2012). This study reveals that the distinction to belong to either group lied in the social skills possessed by each student. With good social skills, students can cope with stress effectively, build beneficial relationships, organize their work well, and balance requirements from the academic and social spheres. Transition Period Understanding the transition period from school to university is vital in assisting students to complete the process smoothly and get accustomed to a new life in a tertiary learning institution. A significant portion of students quit learning during their first year in college (Briggs,Clark, & Hall,2012). By understanding this period, students can be prepared enough to address any issues they may face successfully such that they complete their studies (Briggs et al., 2012). Life in college is different from life at home. Living alone or with a roommate compounds this peculiarity. More so, the learning atmosphere is more relaxed than that of a high school. The student makes decisions without being coerced by routine or lecturers (Briggs et al., 2012). This is also the first phase of adult life for many students. They are now exposed to certain pleasures of life such as alcohol or sex that may have been limited by age. The institution has a role to play in ensuring the successful induction of new students into its system. Social skills are vital in assisting students to become self-conscious and develop relationships with others to enable them to thrive in the university environment (Briggs et al., 2012). Conclusion A review of these papers reveals that academic and social skills are important elements of the transition period to university life. Social skills are however often neglected
SKILLS DEVELOPMENT6 by students as well as by the learning institutions (McMillan, 2014). To reduce the rate of drop out and negative outcomes among new students, institutions develop a comprehensive introductory course to assimilate fresh students into the culture of the university. The course can include sections that encourage student guidance on how students can take the initiative in developing social skills.
SKILLS DEVELOPMENT7 References Briggs, A. R., Clark, J., & Hall, I. (2012). Building bridges: understanding student transition to university.Quality in Higher Education,18(1), 3-21. Hassanbeigi, A., Askari, J., Nakhjavani, M., Shirkhoda, S., Barzegar, K., Mozayyan, M. R., & Fallahzadeh, H. (2011). The relationship between study skills and academic performance of university students.Procedia-Social and Behavioral Sciences,30, 1416-1424. McMillan, W. (2014). ‘They have different information about what is going on’: emotion in the transition to university.Higher Education Research & Development,33(6), 1123- 1135. Richardson, A., King, S., Garrett, R., & Wrench, A. (2012). Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report. Student Success,3(2), 87. Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stressandacademicsuccess:Differentpatternsofassociationforstressand success.Learning and Individual Differences,22(2), 251-257.