Bibliometric analysis of scientific production on student adaptation to college
DOI:
https://doi.org/10.37467/revhuman.v11.4031Keywords:
Youth, School failure, University, Anxiety, Bibliometrics, College adaptation, EducationAbstract
Adaptation to university life represents a major challenge for young people. Given the new difficulties added to this challenge because of COVID-19, the aim of this study is to analyse the scientific production on this issue over the last three decades (1991-2021). For this purpose, the bibliometric study has been combined with social network analysis techniques using Rstudio and Vosviewer software. A total of 291 articles from the Scopus database were analysed. The results provide a holistic view of this field and its evolution over time.
References
Arbeláez, M., & Onrubia, J. (2014). Análisis bibliométrico y de contenido. Dos metodologías complementarias para el análisis de la revista colombiana Educación y Cultura. Revista de Investigaciones UCM, 14(23), 14–31. http://www.revistas.ucm.edu.co/ojs/index.php/revista/article/view/5
Aria, M., & Cuccurullo, C. (2017). bibliometrix : An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. https://doi.org/10.1037/0003-066X.55.5.469
Bang, H., Won, D., & Park, S. (2020). School engagement, self-esteem, and depression of adolescents: The role of sport participation and volunteering activity and gender differences. Children and Youth Services Review, 113, 105012. https://doi.org/10.1016/j.childyouth.2020.105012
Barrio Maestre, J. M. (2022). La verdad sigue siendo muy importante, también en la Universidad. Teoría de La Educación. Revista Interuniversitaria, 34(2), 63–85. https://doi.org/10.14201/teri.27524
Bohlin, K. (2020). Educando el carácter a través de la literatura Despertando la imaginación moral en las aulas de secundaria. Didaskalos.
Bowman, N. A., Jarratt, L., Jang, N., & Bono, T. J. (2019). The Unfolding of Student Adjustment During the First Semester of College. Research in Higher Education, 60(3), 273–292. https://doi.org/10.1007/s11162-018-9535-x
Campbell, M. H., & Prichard, S. T. (2000). Factor Structure of the College Adjustment Scales. Psychological Reports, 86(1), 79–84. https://doi.org/10.2466/pr0.2000.86.1.79
Credé, M., & Niehorster, S. (2012). Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences. Educational Psychology Review, 24(1), 133–165. https://doi.org/10.1007/s10648-011-9184-5
Dempsey, A. E., O’Brien, K. D., Tiamiyu, M. F., & Elhai, J. D. (2019). Fear of missing out (FoMO) and rumination mediate relations between social anxiety and problematic Facebook use. Addictive Behaviors Reports, 9, 100150. https://doi.org/10.1016/j.abrep.2018.100150
Dominguez-Lara, S., Prada-Chapoñan, R., & Gravini-Donado, M. (2021). Estructura interna del Student Adaptation to College Questionnaire (SACQ) en universitarios de primer año. Educación Médica, 22, 335–345. https://doi.org/10.1016/j.edumed.2019.06.004
Dvořáková, K., Greenberg, M. T., & Roeser, R. W. (2019). On the role of mindfulness and compassion skills in students’ coping, well-being, and development across the transition to college: A conceptual analysis. Stress and Health, 35(2), 146–156. https://doi.org/10.1002/smi.2850
Eleuteri, S., Saladino, V., & Verrastro, V. (2017). Identity, relationships, sexuality, and risky behaviors of adolescents in the context of social media. Sexual and Relationship Therapy, 32(3–4), 354–365. https://doi.org/10.1080/14681994.2017.1397953
Erikson, E. (1994). Identity: Youth and crisis. Norton & Company.
Esteban Bara, F. (2022). Extravío de la educación universitaria contemporánea. Teoría de La Educación. Revista Interuniversitaria, 34(2), 23–41. https://doi.org/10.14201/teri.27739
Feldt, R. C., Graham, M., & Dew, D. (2011). Measuring Adjustment to College: Construct Validity of the Student Adaptation to College Questionnaire. Measurement and Evaluation in Counseling and Development, 44(2), 92–104. https://doi.org/10.1177/0748175611400291
Frank, D. J., & Meyer, J. W. (2020). The University and the Global Knowledge Society. Princeton University Press.
Fuentes, J. L. (2018). Educación del carácter en España: causas y evidencias de un débil desarrollo. Estudios Sobre Educación, 35, 353–371. https://doi.org/10.15581/004.35.353-371
Fulford, A. (2022). The University as Troublemaker. Teoría de La Educación. Revista Interuniversitaria, 34(2), 1–22. https://doi.org/10.14201/teri.27819
Gálvez, C. (2018). El campo de investigación del Análisis de Redes Sociales en el área de Biblioteconomía y Ciencias de la Información: un análisis de co-citación y co-palabras. Revista General de Información y Documentación, 28(2). https://doi.org/10.5209/RGID.62834
García del Dujo, Á., Vlieghe, J., Muñoz-Rodríguez, J. M., & Martín-Lucas, J. (2021). Pensar la (teoría de la) educación, desde la tecnología de nuestro tiempo. Teoría de La Educación. Revista Interuniversitaria, 33(2), 5–26. https://doi.org/10.14201/teri.25432
Gonta, I., & Bulgac, A. (2019). The Adaptation of Students to the Academic Environment in University. Revista Romaneasca Pentru Educatie Multidimensionala, 11(3), 34–44. https://doi.org/10.18662/rrem/137
Haktanir, A., Watson, J. C., Ermis-Demirtas, H., Karaman, M. A., Freeman, P. D., Kumaran, A., & Streeter, A. (2021). Resilience, Academic Self-Concept, and College Adjustment Among First-Year Students. Journal of College Student Retention: Research, Theory & Practice, 23(1), 161–178. https://doi.org/10.1177/1521025118810666
Han, B.-C. (2017). Saving beauty. Polity Press.
Jeynes, W. H. (2019). A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681
King, D. L., Delfabbro, P. H., Billieux, J., & Potenza, M. N. (2020). Problematic online gaming and the COVID-19 pandemic. Journal of Behavioral Addictions, 9(2), 184–186. https://doi.org/10.1556/2006.2020.00016
Leary, K. A., & DeRosier, M. E. (2012). Factors Promoting Positive Adaptation and Resilience during the Transition to College. Psychology, 03(12), 1215–1222. https://doi.org/10.4236/psych.2012.312A180
Lerner, R. M., Lerner, J. V., Murry, V. M., Smith, E. P., Bowers, E. P., Geldhof, G. J., & Buckingham, M. H. (2021). Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice. Journal of Research on Adolescence, 31(4), 1114–1134. https://doi.org/10.1111/jora.12609
Logrieco, G., Marchili, M. R., Roversi, M., & Villani, A. (2021). The Paradox of Tik Tok Anti-Pro-Anorexia Videos: How Social Media Can Promote Non-Suicidal Self-Injury and Anorexia. International Journal of Environmental Research and Public Health, 18(3), 1041. https://doi.org/10.3390/ijerph18031041
Maia, B. R., & Dias, P. C. (2020). Ansiedade, depressão e estresse em estudantes universitários: o impacto da COVID-19. Estudos de Psicologia (Campinas), 37. https://doi.org/10.1590/1982-0275202037e200067
Marín-Marín, J.-A., Moreno-Guerrero, A.-J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8(1), 41. https://doi.org/10.1186/s40594-021-00296-x
Marin, L. (2022). Pedir más a la Universidad en línea. ¿Podemos pensar juntos estando separados por una pantalla? Teoría de La Educación. Revista Interuniversitaria, 34(2), 87–108. https://doi.org/10.14201/teri.27848
Marôco, J., Assunção, H., Harju-Luukkainen, H., Lin, S.-W., Sit, P.-S., Cheung, K., Maloa, B., Ilic, I. S., Smith, T. J., & Campos, J. A. D. B. (2020). Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout? PLOS ONE, 15(10). https://doi.org/10.1371/journal.pone.0239816
Martín, M. C., Rubio González, L., Morón Marchena, J. A., & Cobos Sanchiz, D. (2020). Burnout docente: un análisis bibliométrico sobre la producción científica indexada en Scopus. IJERI: International Journal of Educational Research and Innovation, 14, 197–210. https://doi.org/10.46661/ijeri.4949
Martinez-Lopez, Z., Tinajero, C., Soledad, M., & Fernanda, M. (2019). Perceived Social Support and University Adjustment among Spanish College Students. European Journal of Psychology and Educational Research, 2(1), 21–30. https://doi.org/10.12973/ejper.2.1.21
Mohsin, M. (2021). 10 Estadísticas de Tiktok que debes conocer (Infografía). Oberlo. https://www.oberlo.es/blog/estadisticas-tiktok
Nussbaum, M. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press.
O’Donnell, M. B., Shirley, L. A., Park, S. S., Nolen, J. P., Gibbons, A. M., & Rosén, L. A. (2018). The College Adjustment Questionnaire: A Measure of Students’ Educational, Relational, and Psychological Adjustment to the College Environment. Journal of College Student Development, 59(1), 116–121. https://doi.org/10.1353/csd.2018.0009
Ordine, N. (2013). La utilidad de lo inútil: Manifiesto. Acantilado.
Ortega Rodríguez, P. J. (2022). De la Realidad Extendida al Metaverso: una reflexión crítica sobre las aportaciones a la educación. Teoría de La Educación. Revista Interuniversitaria. https://doi.org/10.14201/teri.27864
Ortega y Gasset, J. (2007). Misión de la Universidad (1st ed.). Biblioteca Nueva.
Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher Education, 63(6), 685–700. https://doi.org/10.1007/s10734-011-9468-1
Rodríguez-García, A.-M., Moreno-Guerrero, A.-J., & López Belmonte, J. (2020). Nomophobia: An Individual’s Growing Fear of Being without a Smartphone—A Systematic Literature Review. International Journal of Environmental Research and Public Health, 17(2), 580. https://doi.org/10.3390/ijerph17020580
Rodríguez Fuentes, A., & Gallego Ortega, J. L. (2019). Análisis bibliométrico sobre educación especial. Profesorado, Revista de Currículum y Formación Del Profesorado, 23(1). https://doi.org/10.30827/profesorado.v23i1.9156
Rogier, G., Zobel, S. B., & Velotti, P. (2021). COVID-19, Loneliness and Technological Addiction: Longitudinal Data. Journal of Gambling Issues, 47. https://doi.org/10.4309/jgi.2021.47.4
Schwartz, S. J., Meca, A., & Petrova, M. (2017). Who Am I and Why Does It Matter? Linking Personal Identity and Self-Concept Clarity. In Self-Concept Clarity (pp. 145–164). Springer International Publishing. https://doi.org/10.1007/978-3-319-71547-6_8
Thomas, L., Orme, E., & Kerrigan, F. (2020). Student Loneliness: The Role of Social Media Through Life Transitions. Computers & Education, 146, 103754. https://doi.org/10.1016/j.compedu.2019.103754
Torralba, F. (2018). Mundo volátil. Cómo sobrevivir en un mundo incierto e inestable (1st ed.). Editorial Kairos.
Tsang, A. (2020). The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptation. Active Learning in Higher Education, 146978742094521. https://doi.org/10.1177/1469787420945212
UNICEF. (2020). El impacto del COVID-19 en la salud mental de adolescentes y jóvenes. Tu Voz Importa. https://www.unicef.org/lac/el-impacto-del-covid-19-en-la-salud-mental-de-adolescentes-y-jóvenes
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
Villacís, J. L., de la Fuente, J., & Naval, C. (2021). Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes. International Journal of Environmental Research and Public Health, 18(16), 8263. https://doi.org/10.3390/ijerph18168263
Volken, T., Zysset, A., Amendola, S., Klein Swormink, A., Huber, M., von Wyl, A., & Dratva, J. (2021). Depressive Symptoms in Swiss University Students during the COVID-19 Pandemic and Their Correlates. International Journal of Environmental Research and Public Health, 18(4), 1458. https://doi.org/10.3390/ijerph18041458
Wan Ismail, W. S., Sim, S. T., Tan, K., Bahar, N., Ibrahim, N., Mahadevan, R., Nik Jaafar, N. R., Baharudin, A., & Abdul Aziz, M. (2020). The relations of internet and smartphone addictions to depression, anxiety, stress, and suicidality among public university students in Klang Valley, Malaysia. Perspectives in Psychiatric Care, 56(4), 949–955. https://doi.org/10.1111/ppc.12517
Worker, S. M., Iaccopucci, A. M., Bird, M., & Horowitz, M. (2019). Promoting Positive Youth Development Through Teenagers-as-Teachers Programs. Journal of Adolescent Research, 34(1), 30–54. https://doi.org/10.1177/0743558418764089
Yang, C., & Lee, Y. (2020). Interactants and activities on Facebook, Instagram, and Twitter: Associations between social media use and social adjustment to college. Applied Developmental Science, 24(1), 62–78. https://doi.org/10.1080/10888691.2018.1440233
Yildirim, H. H., Zimmermann, J., & Jonkmann, K. (2021). The Importance of a Sense of University Belonging for the Psychological and Academic Adaptation of International Students in Germany. Zeitschrift Für Entwicklungspsychologie Und Pädagogische Psychologie, 53(1–2), 15–26. https://doi.org/10.1026/0049-8637/a000234
Yüksel, A., & Bahadır-Yılmaz, E. (2019). The effect of mentoring program on adjustment to university and ways of coping with stress in nursing students: A quasi-experimental study. Nurse Education Today, 80, 52–58. https://doi.org/10.1016/j.nedt.2019.06.006
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
