Studies in Higher Education
The authors of this article are Postareff, et al. These authors are
established researchers in the field of higher education and
educational psychology. Their expertise revolves around
understanding student success, academic achievement, and social-
emotional adjustment during the transition to university. They have
published works related to the academic challenges faced by students,
making them credible experts on the topic.
The study was published in 2016. Given that it is only a few years old,
it is relatively recent and provides relevant insights into student
success during the first year of university. The intended audience for
this article includes researchers in the field of education, university
administrators, academic counselors, and policymakers interested in
improving first-year student success and academic performance.
1. The author's purpose:
The author's purpose is primarily neutral, aiming to inform and explain.
The study aims to identify different patterns of success among first-
year students and to understand the factors influencing these patterns.
The research does not appear biased or persuasive but rather seeks to
contribute to the academic literature on student success in higher
education.
2. The author develops the following claims:
• First-year students experience heterogeneity in terms of
academic achievement, social-emotional adjustment, and critical
thinking disposition.
• There are three distinct subgroups of students based on their
performance and adjustment to university life: average-achieving well-
adjusted students, high-achieving average-adjusted students, and low-
achieving low-adjusted students.
• Emotional and social adjustment is crucial to overall student
success, not just academic performance.
• Time management, social integration, and emotional coping
strategies are essential for students' success.
3. The evidence that provided to support each claim:
• The evidence for the heterogeneity in student success comes
from the latent class cluster analysis (LCCA), which identified three
distinct clusters of students based on their academic achievement,
critical thinking disposition, and social-emotional adjustment.
• The three subgroups are supported by descriptive statistics,
correlations, and comparison across various measures (GPA, critical
thinking disposition, emotional and social adjustment).
• Emotional and social adjustment data come from measures like
theSACQ scale, which provided insights into how students' adjustment
affects their academic performance. The study also cites statistical
evidence, including correlations, ANCOVA results, and model-based
clustering analysis, to demonstrate how students' adjustment impacts
their academic outcomes and social well-being.
4. Does the author refer to points of view different from his/her
own? In your explanation, include an explanation of how the
scholar uses the counterevidence.
• Yes, the author does consider counter-evidence by
acknowledging other studies that identify different student success
patterns. For instance, the study acknowledges that some students
may have high academic achievement but still experience social and
emotional adjustment difficulties, as shown by other research like that
of Postareff et al. (2016).
• The author uses this counter-evidence to highlight the complexity
of student success and emphasizes that high achievement in one
domain does not necessarily equate to success in all areas of
university life.
5. Are citations used? If so, are the cited sources trustworthy and
recent?
• Yes, the article uses citations from trustworthy and recent
sources, including studies from researchers in the field of educational
psychology and higher education. The references are recent, with
publications from 2015-2016, ensuring the study's relevance to current
academic discussions.
In my opinion, the conclusions drawn by the authors are quite
insightful, especially in emphasizing the multifaceted nature of first-
year student success. The study effectively challenges the assumption
that academic achievement alone defines success. I agree with the
authors that emotional and social adjustments are critical to a
student's overall university experience. The findings highlight the need
for universities to adopt a holistic approach in supporting students,
taking into account not only their academic performance but also their
emotional well-being and social integration. I believe that focusing on
strategies to improve time management and emotional coping skills,
especially for students who struggle with adjustment, could greatly
enhance their chances of success in higher education.