Unit 1: Student life and

adjustment

“A being in continuous becoming.”

Wolff-Michael Roth

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 [Link] 1: Student life and adjustment

1.1 Introduction
In this unit, we explore the experience of being a first-year student at university. We begin
the unit by discussing the importance of establishing a solid identity and give you some tips
and ideas for how you can strengthen your identity development at university. We then discuss
some of the adjustment issues that students may encounter as they transition from the
familiar to the unfamiliar. These issues typically include practical, social, academic and
financial adjustment. We end the unit by giving you strategies for successfully managing this
adjustment.

The statement, “a being in continuous becoming" is apt in that it reflects your core work this
year. To become. You will shape your identity continuously as an adult. We can never say we
are finished with the work of defining or creating ourselves. You were shaping a very important
part of your identity through your experiences in junior and high school. And now, as you
begin a new chapter in your life, a lot of what you experience in this year and onwards, will
contribute significantly to your renewed identity. We hope your journey towards “becoming”
is enriching and empowering.

1.2 Learning outcomes

After working through this unit, you should be able to:
• apply the strategies for adapting to a university environment.

1.3 Assessment criteria

1. The seven-vector model of identity development is described.
2. The practical, social, academic and financial adjustment issues that students face are
critically discussed.
3. The strategies for adapting to a university environment are applied.

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 1.4 Learner activities
For this unit, students are expected to:
Before Class During Class After Class
• Access the prescribed reading / audio- • Participate in a Life Skills Complete the following activity and test
visual materials for this unit. workshop on Student life and that will form part of your final
• Come to class with a general adjustment. assessment for this module:
understanding of the content and be 1. Activity 1: My Identity Chart
prepared to participate. 2. Activity 2: Hotspots on my Campus
3. Test 1: Unit 1 Test.

1.5 The Seven-Vector Model of Identity Development

The following information was adapted from an article by Reis (no date) entitled Theories
and Models of Student Change in College.

Chickering (1969) identified seven vectors of development, each of which has several
subcomponents. This model is used to describe the developmental issues that students at
university may encounter. The vectors are "major highways for journeying toward
individuation – the discovery and refinement of one's unique way of being - and also toward
communion with other individuals and groups, including the larger national and global
society" (p. 35).

In other words, as a student at university, you are preoccupied with a need to establish or
nurture your own unique identity, whilst also identifying with others – peers, mentors,
lecturers and the greater community.

This model should guide you in terms of some of the tasks or activities that you can engage
in this year to shape your holistic identity development. You are not expected to master all
areas in your first year. You might find some areas are more significant to you right now
than others. You have a long and exciting journey ahead of you and it is important that you
pace your development over the next few years. The seven-vector model should just give
you the bigger picture in terms of student identity development and some of the tasks that
will become necessary for your overall growth and wellbeing.

We will discuss the vectors in detail below and give you a list of activities you can engage
in to strengthen competence in each area.

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 1.5.1 Achieving competence
According to Chickering (1969), the university years
Competencies
lead to increased competence in intellectual areas,
Intellectual physical and manual skills, and interpersonal
relations with both individuals and groups. Increases
Physical in intellectual competence are particularly important
and involve knowledge acquisition; increased
Interpersonal intellectual, aesthetic, and cultural sophistication;
and development of higher-order cognitive skills.

This vector should help you appreciate that being a student at university is not only about
your intellectual achievements and academic journey. You are ultimately on a journey of
personal discovery that should allow you to nurture all facets of your experiences.
Strengthening your interpersonal muscles is quite an important skill. You need to develop
strength and skill in meeting strangers and making friends.

Developing your physical competence involves being physically capable of completing tasks
and exposing your physical wellbeing to a variety of meaningful experiences such as sports
and recreation, competition and creation, fitness and leisure activities etc.

As a student, you can engage in the following activities to help strengthen your intellectual,
physical and interpersonal competencies:

Intellectual competence:
 Learn to use the library resources.
 Strengthen your information literacy skills.
 Improve your reading and writing skills.
 Attend student development courses and workshops.
 Consult with your lecturers, tutors and mentors on a regular basis.

Physical competence:
 Engage in athletic/recreational activities.
 Take care of your physical health (e.g. exercise, eat right etc.).
 Participate in projects that allow you to create and compete.

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Interpersonal competence:
 Build and nurture your relationships.
 Don’t spend all your time alone.
 Get to meet new people.
 Participate in various clubs and societies available on campus.

1.5.2 Managing emotions

Students must recognise and wrestle with emotions
that can interfere with the educational process,
Acknowledge including "anger, fear and anxiety, depression, guilt,
shame, and dysfunctional sexual or romantic
attraction (Reisser, 1995). Development occurs
Be aware
when students learn to control impulses and to
develop appropriate responses (both immediate and
Channel long-term) for handling intense, potentially
appropriately
disruptive, emotions. Not all emotions are negative,
however, and movement along this vector includes
increased capacity to experience feelings such as
wonder, sympathy, relief, caring, and optimism.
Growth comes with learning to balance tendencies
towards assertiveness with tendencies towards
participation.

To help you manage your emotions, try the following:

 Engage in activities that promote overall personal wellness (e.g. attend workshops
on stress management, conflict resolution, emotional intelligence etc.).
 Consider personal therapy to help manage your personal and/or relationship issues.
 Celebrate your success and achievements.
 Develop your emotional intelligence.
 Nurture a positive self-image and engage in positive self-talk.
 Adopt good eating and sleeping habits.
 Engage in regular personal and academic goal setting.

In Unit 3 we will look at managing emotions as part of being emotionally intelligent.

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1.5.3 Moving through autonomy toward interdependence
Development here involves increased emotional
Interdependence
freedom from the need for reassurance and the
approval of others as well as greater instrumental
Instrumental
independence independence, the self-sufficiency evident in
individuals' ability to organise their own affairs, solve
problems, and make decisions. Movement on this
Emotional
independence vector is generally toward interpersonal relations that
rest on equality and reciprocity and that occur in a
broader theatre involving community and society.
Balance emerges between the need to be independent
and the need to belong.

The following activities can assist you to nurture your autonomy (independence):
 Be aware of your individual responsibilities as a student at university.
 Plan your career path and set goals in relation to your chosen identity.
 Learn how to use university resources independently.
 Learn how to live alone and be independent OR
 Learn how to live with your parents/caregivers as an adult.
 Engage in conscious financial planning towards the goal of being self-sufficient.

To develop a healthy sense of interdependence, try the following:

 Ask for help when you need it.
 Engage in activities that allow you to meet new and different people.
 Strengthen your social support networks.
 Keep in touch with distant friends and family members.
 Establish clear and solid boundaries with the people in your life.
 Engage in activities that will allow you to improve your social skills.

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1.5.4 Developing mature interpersonal relationships
This vector's definition reflects the view that students'
interactions with peers provide powerful learning
experiences and help shape the emerging sense of
Appreciation Capacity for
of difference intimacy self. Maturing interpersonal relationships reflect an
increasing awareness of and openness to differences
in ideas, people, backgrounds, and values. "At its
heart is the ability to respond to people in their own
right" (Chickering & Reisser, 1993, p. 48), respecting
differences. Movement along this vector also entails
an increased capacity for healthy intimacy and
commitment, for relationships that are increasingly
independent and founded on mutual
interdependence. The vector involves the complex
interplay "between autonomy, interdependence, and
intimacy" (Reisser, 1995, p. 508).

Developing healthy interpersonal relationships at university cannot be emphasised enough.

This is one of your most significant experiences. Who you choose to spend time with and
love is an important part of shaping your identity.

Interpersonal relationships are important to overcome feelings of loneliness, to understand

our emotions and to be a mirror to our own behaviours. It is through interacting with others
that we shape our identities. We know ourselves as friendly, kind and loving through our
engagement with family, friends and others.

During your time at university you will form a range of significant relationships depending
on your needs and experiences. Friendships are usually the first to form. Friendships are
important for meeting your need for support, encouragement and leisure. Other
relationships that may form this year include love or intimate relationships, work
relationships, mentor relationships etc.

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Regardless of the type of relationships you may form, some of the essential ingredients for
healthy, mature interpersonal relationships include:
 Open communication.
 Mutual trust and honesty.
 Clear and defined boundaries.
 Freedom to be oneself.
 Healthy co-dependence.
 Passion.
 Shared attraction and interest.
 Respect.
 Commitment.

1.5.5 Establishing identity

Comfort with Comfort with This vector, shaped by movement on the previous
body gender & sexual
appearance orientation vectors and influencing progress on subsequent ones,
is pivotal. It includes conceptions of physical
Sense of self in
Personal stability
response to
and integration characteristics and personal appearance and extends
other
to comfort with self-conceptions relating to gender
Clarification of Sense of self in and sexual orientation. Identity formation also
self-concept multi-contexts
involves a developing sense of self in a context shaped
by historical events and social and cultural conditions
Self-acceptance
and self-esteem
and by issues emanating from family and ethnic
heritage. Self-esteem and stability grow. "A solid
sense of self emerges, and it becomes more apparent
that there is an I who coordinates the facets of
personality, who 'owns' the house of self and is
comfortable in all of its rooms" (Chickering & Reisser,
1993, p. 49).

As stated earlier, you are a being in continuous becoming. Shaping your identity is most
significant during this time. One of the essential tasks of being at university is to decide who
you want to be as a working professional for the rest of your life. The proverbial question
“Who am I?” attempts to address this task.

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To take steps towards establishing a healthy identity, try the following:
 Reflect on your core values and beliefs.
 Engage in new activities that can lead to self-discovery.
 Nurture your self-esteem.
 Ask for feedback from people you respect about your strengths and weaknesses.
 Accept yourself as you are.
 Be unapologetically you!

There is a wonderful quote that says, “Find out who you are and do that on purpose.”

1.5.6 Developing purpose

According to Chickering and Reisser (1993),
Vocational plans and
aspirations expanding competencies, developing interpersonal
relationships, and clarifying identity require some
Personal interests
sense of direction and purpose. Development along
Interpersonal and the sixth vector occurs as an individual answers not
family commitments
only the question "Who am I?" but also "Who am I
going to be?" and not just "Where am I?" but "Where
am I going?" Growth requires increasing intentionality
- developing plans that integrate priorities in
vocational goals and aspirations, interpersonal
interests, and family. The emerging identity and
values help guide decision making.

Ask yourself the following:

 What comes naturally to me?
 Is my qualification aligned with my passions, career aspirations, and goals?
 Who am I going to be?
 Where am I going?
 What do I want to be remembered for? What will my legacy be?

To help you strengthen your purpose related to your choice of study, try the following this
year:
 Go for career counselling at Student Development and Support (SDS) if you are
unsure about your career path or qualification.

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  Job shadow people in the industry to get a realistic picture of the work you will one
day do.
 Speak to your lecturers about possible career paths in your industry.
 Attend curriculum vitae (CV) writing workshops and learn about effective job search
strategies.
 Improve and practice your interviewing skills.
 Explore various other careers linked to your qualification.

You should not wait until you are about to graduate to start thinking about the world of
work. All the skills and experiences you are going through from your first year are shaping
the kind of graduate that you will be. Start working on those skills now!

1.5.7 Developing integrity

Humanising Personalising Developing

values values congruence

Growth along the seventh vector involves clarification and rebalancing of personal values and
beliefs. Values previously taken on authority are reviewed, and those found consistent with the
emerging identity are retained, personalised, and internalised. In other words, things that you
were always told growing up can be challenged or questioned now that you are becoming your
own individual. Your emerging values and identity find expression in ways that manifest themselves
in socially responsible behaviour.

To help you strengthen your integrity:

 Revisit your core values and beliefs.
 Do you have new thoughts on these values? Anything you would like to change?
 Are you acting in accordance with your emerging values?
 Get into the habit of practising what you believe to be true or valid.

On the next page you will find a table that summarises Chickering’s model.

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 1.5.8 Table 1: Chickering’s Theory of Identity Development
Vector Achievements
Intellectual competence: developing knowledge and skills related to
particular subject matter
Physical competence: developed through physical productivity
Developing Competence
(artistic, recreational, manual labor)
Interpersonal competence: the development of understanding,
communicating, and interacting with others.
Recognize and accept emotions
Appropriately express and control them: Understanding appropriate
Managing Emotions
release of emotions with the flexibility of control or learning to express
them
Increase emotional freedom
Emotional Independence: Emotional independence means freedom
Moving Through from continual and pressing needs for reassurance, affection, or
Autonomy Toward approval.
Interdependence Instrumental Independence: the ability to organize activities and to
solve problems in a self-directed way, and the ability to be mobile
Interdependence: having the awareness that others are connected to the
individuals actions
Interpersonal and intercultural tolerance
Appreciate differences: the ability to respond to people in their own
right rather than as stereotypes or transference objects calling for
particular conventions.
Developing Mature
create healthy intimate relationships
Interpersonal
More reciprocal and empathetic: Development means more in-depth
Relationships
sharing and less clinging, more acceptance of flaws and appreciation of
assets, more selectivity in choosing nurturing relationships, and more long-
lasting relationships that endure through crises, distance, and separation.

Acknowledge differences in identity development: gender, ethnic

Establishing Identity background, and sexual orientation
Identity formation depends in part on the other vectors: competence,
emotional maturity, autonomy, and positive relationships
Career goals
Developing Purpose Commitments to personal interest or activities
Strong interpersonal commitments

Humanize and personalize values: Shifting away from automatic set

of values to developing one’s own values while also respecting the
Developing Integrity differences of others values or point of view
Develop congruence: Our core values and beliefs provide the
foundation for interpreting experience, guiding behavior, and
maintaining self-respect.
(Chickering, n.d.)
(Evans, Forney, Guido, Patton, & Renn, 2010)

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 1.6 Activity 1: My Identity Chart

To help in your understanding of the previous section on identity development you may
complete the following activity. NOTE: This activity is NOT count for marks and you are not
required to submit it. Your understanding of this activity will however be assessed in the
mini online test for this unit, so it strongly encouraged that you complete it.

For this activity you will design your own identity chart. An identity chart is a visual map or
diagram that illustrates through words or pictures the aspects of identity that reflect who
you are and how you see yourself. Before you can begin working on your identity chart, you
need to reflect on your current identity. Earlier in this unit, we introduced you to a theory
of identity development. Think in terms of the seven vectors of identity development that
were described and answer the following questions:
• How do I see myself?
• Who am I?
• How do others see me?
• What activities are important to me?
• What am I competent at?
• What are my values?
• What characteristics do I value in others?
• What is my purpose?

You are free to reflect anything on your identity chart that is significant to you. There is no
right or wrong answer. We do however encourage you not to share anything that is too
personal or intimate. If this activity evokes any distressing feelings for you, you are advised
to consult with a counsellor at a Student Development and Support (SDS) unit on your
campus.

Try to complete this activity within 30 minutes. Why do we say this? Our identities are
infinite. There is so much that we can say about who we are and thinking about our identity
can go on forever. You will not be able to share everything about yourself on this chart. As
you go through this year, you will find that some “labels" begin to fall away, and you want
to add more. For the purposes of this activity, we would just like you to share a brief glimpse
of who you are right now.

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Use the following checklist to guide you in your completion and understanding of this
activity:
# MY IDENTITY CHART CRITERIA
1 Do your chosen labels clearly relate to the seven vectors of identity development? (e.g.,
competence
areas, values, activities, purpose or passions, how others see you etc.).
2 Are your labels clear, specific, & brief - i.e., not too descriptive; no long sentences, adjectives are
used?
3 Is your chart creative – i.e., does it make use of colour, pictures, is the design attractive and
interesting?

IMPORTANT INFORMATION!
This activity does NOT count for marks and you are NOT required to
submit it. HOWEVER: Your ability to reflect on identity development
will be assessed in Unit Test 1 where questions related to this activity
will be asked.

1.7 Activity 2: Hotspots on my Campus

To aid your understanding of the previous section on adjustment, complete the following
activity, Hotspots on my campus. Whilst this activity will not contribute to your final
mark for this subject, completing it is important towards your competence of the skills
taught.

For this activity, you will be required to physically locate areas on your campus that we
refer to as “hotspot” areas. By hotspot we are not referring to wi-fi! We are referring to
areas on your campus that are popular among students, full of buzz and activity, and are
important for your practical, social and academic adjustment.

On the next page you will find a worksheet. Visit the hotspot areas identified on the
worksheet and make your own notes about each area. You should be able to physically
locate these spaces so that you know where they are and how to get there. You will also
be required to get some information about what services are offered at these spaces and
how the services can aid in your adjustment as a first-year student. Speak to staff that
work in these places as well as fellow students to find out more about them.

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 Use the following checklist to guide you in your completion and understanding of this
activity:
# HOTSPOTS ON MY CAMPUS CHECKLIST TICK
1 Have I physically located the hotspot area so that I know where to find it on my campus?
2 Have I indicated the correct building number for the corresponding hotspot area on my campus?
3 Have I written a clear and accurate description of the services that are offered in each hotspot area?
4 Do I understand how this hotspot area and service will assist to manage my adjustment to university
this year?

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 Building What service does this hotspot area How can this hotspot area assist me in
Hotspot Area
# offer students? adjusting to university?

Library

Student Development and Support

Financial Aid / Bursary Office

Campus Protection Service

Clinic or an area to attend to your health-

related issues

SAED or an area to attend an

extracurricular activity

Relaxation spot of your choice

 1.8. Adjustment issues and strategies to cope
In this next section we will introduce you to some common adjustment issues that first-year
students at university face. To begin, click on the link to access the article “I haven't had the fun
that is portrayed: First year student expectations and experiences of starting at
university by Moosa and Langford (2021). After reading the article, you should answer
the questions that follow below. Note: Your ability to answer these questions will prepare you
for your first online test.

If you are struggling to access the article from the link above, you can also find a
PDF version of the article in your Unit 1 Notes folder on myTUTor.

Some useful reading tips!

 Read the article several times (use a method like SQ3R).
 Use a highlighter to highlight the main ideas.
 Look up words that you are not familiar with (and try to
use those words again in your conversations with friends
and peers).
 Make a one-page mind-map (summary) of the main ideas.

Students entering a new university environment generally tend to experience challenges in

the following four areas: practical, social, academic and financial adjustment. We will discuss
these areas in a bit more detail.

Practical Social
adjustment adjustment

Financial Academic
adjustment adjustment

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1.8.1Practical adjustment
Physically adjusting to a university environment is a very normal part of the first-year
experience. It can involve a feeling of being physically lost on the one hand, not knowing how
to get from point A to B, to trying to find ways to meet your most basic needs – for food,
accommodation etc., on the other. Students who struggle with practical adjustment can often
feel bewildered, confused and ashamed. You are not alone. Many students struggle with this.

The following are some of the most common practical adjustment issues that
students face during their first year at university:

• Navigating their way on & off campus;

• Finding appropriate accommodation;
• Accessing affordable, reliable transportation to and from campus;
• Accessing resources – e.g. textbooks, stationery;
• Getting medical needs met;
• Buying and preparing food;
• Managing their money;
• Buying clothes;
• Staying safe and secure on and off campus;
• Making time for relaxation and entertainment.

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 Strategies you can use to cope with your practical issues:
• Make a list of all your required resources - the things you need in order to practically
adjust this year. Some are available to you free of charge, others you must purchase.
• Make a budget for the items that you need to buy.
• The library, for example, might stock copies of some of the textbooks you need!
• You can also pair up with another student in class (a study buddy) and see if you can’t
share the cost of buying certain material that can be shared.
• Do some research on the various transport options available to you. Choose the
option that is most convenient and cost-effective.
• A big challenge with transport is being stuck in traffic! Always arrange to leave early so
that you can arrive on campus on time for your classes. Being stuck in traffic is not a
good excuse for missing a class, test or exam!
• Sharing accommodation with other students is a cost-effective option. The burden of
cooking, buying groceries etc. is sometimes easier and cheaper when you have
someone to share it with.

• Check out some YouTube videos on meal prepping. This is a very cost-effective,
healthy and time saving activity that can assist you with the chore of buying and
preparing your own food.

• Do some research on budget friendly healthy foods and make sure to plan your meals
around your day.

1.8.2Social adjustment
Relationships are an important part of surviving the feeling of isolation and aloneness that can
often come from being in a new place for the first time. In your first year, you may
unfortunately feel alone in the beginning, but you should also see this as an opportunity to
meet people that match your values!

The following are some of the most common social adjustment issues that
students face during their first year at university:

 Making new friends;

 Being involved in intimate relationships;
 Managing conflict in relationships;
 Peer pressure;
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  Dealing with diversity;
 Social support networks;
 Balancing freedom and self-discipline;
 Missing home;
 Becoming independent.

Peer pressure can be a significant challenge in your university years. It is when you feel
compelled (or pressured) to participate in something because your friends or peers are doing
it. This pressure comes from wanting to conform, fit in, not miss out (FOMO) or be different.
Students who fall victim to the negative effects of peer pressure may find themselves engaging
in risky behaviours such as binge drinking, smoking drugs or bunking classes.

It takes a certain amount of healthy self-esteem and a strong will to not let peer pressure
derail you. Remind yourself why you are here. Whilst social relationships are important,
establishing them should never be at the expense of your identity and wellbeing. Conforming
to the status quo is also outdated. Being different and not ashamed or afraid of that difference
is healthy. You might need to seek advice on this issue so that you can adjust appropriately
and find a balance between being yourself and making friends and being part of a bigger
social network. Don’t be hard on yourself. Everyone, at some point or another, has had to
deal with the pressure to conform.

Strategies you can use to cope with your social issues:

• There are many opportunities for making new friends: in class, the library, by
attending a sporting event, clubs and societies etc. Contact your Student Affairs and
Extracurricular Development (SAED) office to find out more about the clubs and
societies that are available on your campus.
• Appreciation for difference and diversity is very important. At university you are
exposed to many different cultures, religions, identities etc. Seek to be curious about
the people around you and try to get to know people who are different from you!
• Remember that most first years are trying to make new friends this year but may be
afraid or shy to ask. Make the first move!
• Work on your self-esteem. This is sometimes a barrier to interacting socially with
others. And as we discussed earlier, low self-esteem can make you make poor
choices in an effort to get others to like or accept you. Accept yourself first, as you
are.

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1.8.3Academic adjustment
You will definitely notice the difference from high school to university when it comes to things
like the workload, how lecturers teach compared to your high school teachers, and also the
structure of your academic timetable! It can feel overwhelming at the beginning and you can
also fall into the trap of bunking classes because no one is really monitoring you, and you
have a lot more freedom at university than you did in high school. It is important to take
control of some of these issues before they ruin your chances of success.

The following are some of the most common academic adjustment issues that
students face during their first year at university:

• Comparing high school to university;

• Choosing the qualification that is right for you;
• Managing the workload & volume of work;
• Attending classes & avoiding the temptation to bunk;
• Performance anxiety;
• Meeting deadlines;
• Managing your time;
• English proficiency;
• Developing new study methods;
• Asking for help.

Strategies you can use to cope with your academic issues:

• Managing your time is very important at university. You will need to create a
timetable, to do list, keep a diary etc. in order to keep track of all your
academic (and social) activities.
• Make use of the support systems available to you. These include your
mentors, tutors, lecturers, support groups and other services on your
campus.
• You should attend regular workshops on study skills in order to learn effective
ways to study!

We will discuss this topic in more detail in Unit 2.

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1.8.4Financial adjustment
A very common reality for most students at university is the financial struggle that comes with
being a growing adult. You are now probably learning to be more financially independent from
your parents or caregivers, and that is not easy. You are also probably realising how many of
your needs require money, and you need to think carefully and critically about your cash flow.

The following are some of the most common financial adjustment issues that
students face during their first year at university:
• How they will pay for their fees;
• Finding affordable accommodation;
• Money for basic needs such as food, clothing, transport, medical needs;
• Money for entertainment and lifestyle;
• Paying back student loans;
• Supplementing income (e.g. finding a part-time job).
• Pressure from peers to “have it all".

Strategies you can use to cope with your financial issues:

• Be realistic about your circumstances. One of the worst things you can do this year
is to compare your life to someone else’s. Stop comparing now!
• Work on getting your basic needs met first. Anything else is a nice-to-have, which
is nice to have but should not be the reason you feel you are lacking.
• Identify your sources of income. Whilst you might have to depend on others for
some of your financial needs, also think about how you can create opportunities to
meet your needs on your own, e.g. through part time work.
• Spend the money you receive wisely. Make sure that your most important needs are
met first before you start spending money on things that you don’t really need.
• You might have to explore the option of working part-time. There are many student
jobs out there that allow you to be flexible with your time. Do some research so that
you can choose the options that work best for your schedule and that are not so
demanding as to distract you from your most important goal: graduating!

We will discuss this topic in more detail in Unit 5.

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1.8.5Possible reactions to adjustment challenges
It is normal to experience some of the following reactions as you adjust to university. If the
negative feelings persist for a long time, it is important that you seek help!

Positive Insecure Angry

Excited Overwhelmed Anxious
Happy Unhappy Isolated
Independent Desperate Homesick
Motivated Indecisive Lonely

Enthusiastic Confused Stressed

Free Worried Disappointed
Ambitious Lost Scared

If you experience any of the following, you need to seek the necessary support:
• Failure to attend lectures regularly;
• Inability to connect with the study material/content;
• Lack of purpose for the qualification you are studying;
• Lengthy periods of stress and anxiety;
• Depression;
• Inability to make friends or lack of a social support network.

Visit a Student Development and Support (SDS) department on your campus for help in
managing some of these feelings and behaviours.

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1.9 Summary of Unit 1
Entering university is considered one of life’s biggest milestones. It offers an opportunity for
growth, lifelong learning and opportunities to be your best self. It is also associated with
challenges and struggle. In this unit we began by discussing the importance of establishing a
solid identity that is balanced with an appreciation for others. The Seven-vector model
developed by Arthur Chickering was used to highlight the developmental issues that are
common to the university experience. As a first-year student, you will be required to shape
your own unique identity, and act in accordance with that identity. You should also see the
value in building healthy relationships with those around you, and in so doing, are required
to manage your emotions. Finally, you will have to engage on a serious level on the career
that you have chosen and decide if this is aligned to your true purpose. In this section, we
also gave you some tips for activities you can engage in to better strengthen your identity
development.

We then discussed four major adjustment issues that students face when entering a university
environment for the first time. An awareness of these issues is the first step in overcoming
them. We explored some strategies that you can use to manage your adjustment. Keep these
tips close at hand. You may not experience all the adjustment challenges at once. As the year
goes on, you’ll find some challenges become more pronounced than others. Be kind to yourself
as you learn to adjust. You are doing the best you can! This is a new chapter in your life that
offers the opportunity for great growth and development!

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