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Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education

BACKGROUND: Using Personal‐Disclosure Mutual‐Sharing (PDMS) with students transitioning to Higher Education (HE) has yet to be researched in education. AIMS: In two studies, we aimed to explore the immediate effects of a Coping Oriented Personal‐Disclosure Mutual‐Sharing (COPDMS) intervention on fir...

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Autores principales: Evans, Andrew L., Slater, Matthew J., Turner, Martin J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9790585/
https://www.ncbi.nlm.nih.gov/pubmed/35403709
http://dx.doi.org/10.1111/bjep.12502
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author Evans, Andrew L.
Slater, Matthew J.
Turner, Martin J.
author_facet Evans, Andrew L.
Slater, Matthew J.
Turner, Martin J.
author_sort Evans, Andrew L.
collection PubMed
description BACKGROUND: Using Personal‐Disclosure Mutual‐Sharing (PDMS) with students transitioning to Higher Education (HE) has yet to be researched in education. AIMS: In two studies, we aimed to explore the immediate effects of a Coping Oriented Personal‐Disclosure Mutual‐Sharing (COPDMS) intervention on first‐year undergraduate students’ relational and organizational identification, perceived social support availability, and self‐efficacy for learning and performance. In our second study, we also aimed to examine student‐perceptions of participating in a COPDMS intervention. SAMPLE AND METHODS: At the beginning of induction week in both studies, first‐year undergraduate students on the same degree programme at a HE provider in England received an education session where COPDMS was introduced. Students participated in a COPDMS session a few days later. During COPDMS sessions, students mutually‐shared and disclosed personal information and/or stories relating to transitional experiences. RESULTS: Across both studies, students’ relational identification with staff and perceived emotional, esteemed, and informational support availability from others on the degree programme significantly increased from pre‐ to post‐COPDMS phases. Findings relating to relational identification with other Year 1 students and perceived availability of tangible support were mixed. No significant changes occurred for organizational identification with the university and self‐efficacy for learning and performance. In Study 2, five higher‐order themes relating to students’ perceptions of COPDMS were found: (1) emotionality; (2) personal development; (3) storytelling; (4) enhanced group processes; and (5) task appropriateness and value. CONCLUSIONS: Study findings provide evidence that COPDMS is a useful psychological intervention to deliver to students transitioning to HE. Practical considerations, limitations, and future research suggestions are provided.
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spelling pubmed-97905852022-12-28 Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education Evans, Andrew L. Slater, Matthew J. Turner, Martin J. Br J Educ Psychol Original Articles BACKGROUND: Using Personal‐Disclosure Mutual‐Sharing (PDMS) with students transitioning to Higher Education (HE) has yet to be researched in education. AIMS: In two studies, we aimed to explore the immediate effects of a Coping Oriented Personal‐Disclosure Mutual‐Sharing (COPDMS) intervention on first‐year undergraduate students’ relational and organizational identification, perceived social support availability, and self‐efficacy for learning and performance. In our second study, we also aimed to examine student‐perceptions of participating in a COPDMS intervention. SAMPLE AND METHODS: At the beginning of induction week in both studies, first‐year undergraduate students on the same degree programme at a HE provider in England received an education session where COPDMS was introduced. Students participated in a COPDMS session a few days later. During COPDMS sessions, students mutually‐shared and disclosed personal information and/or stories relating to transitional experiences. RESULTS: Across both studies, students’ relational identification with staff and perceived emotional, esteemed, and informational support availability from others on the degree programme significantly increased from pre‐ to post‐COPDMS phases. Findings relating to relational identification with other Year 1 students and perceived availability of tangible support were mixed. No significant changes occurred for organizational identification with the university and self‐efficacy for learning and performance. In Study 2, five higher‐order themes relating to students’ perceptions of COPDMS were found: (1) emotionality; (2) personal development; (3) storytelling; (4) enhanced group processes; and (5) task appropriateness and value. CONCLUSIONS: Study findings provide evidence that COPDMS is a useful psychological intervention to deliver to students transitioning to HE. Practical considerations, limitations, and future research suggestions are provided. John Wiley and Sons Inc. 2022-04-11 2022-12 /pmc/articles/PMC9790585/ /pubmed/35403709 http://dx.doi.org/10.1111/bjep.12502 Text en © 2022 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Articles
Evans, Andrew L.
Slater, Matthew J.
Turner, Martin J.
Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education
title Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education
title_full Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education
title_fullStr Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education
title_full_unstemmed Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education
title_short Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education
title_sort using personal‐disclosure mutual‐sharing (pdms) with first‐year undergraduate students transitioning to higher education
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9790585/
https://www.ncbi.nlm.nih.gov/pubmed/35403709
http://dx.doi.org/10.1111/bjep.12502
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