Adjustment of first year university students and the effect of a psychosocial intervention on their mental health and adjustment over an interrupted time series

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dc.contributor.advisorRoman, Nicolette
dc.contributor.authorStroud, Candice
dc.date.accessioned2018-07-30T12:58:22Z
dc.date.accessioned2024-04-17T13:14:20Z
dc.date.available2018-07-30T12:58:22Z
dc.date.available2024-04-17T13:14:20Z
dc.date.issued2017
dc.descriptionMagister Artium - MA (Child and Family Studies)
dc.description.abstractFirst-year students face an array of challenges, ranging from financial, to academic and psychosocial problems. Research suggests that first-year students require student support structures to enable student retention. Higher education institutions have now focused on building towards student graduate attributes as well as developing well-balanced, well-rounded students. First-year experience studies have identified the growing interest in the potential impact of psycho-social interventions on the social adjustment and influence on students’ mental health. This study assess the effects of psychosocial interventions on the mental health and adjustment of first-year students by using an Interrupted Time Series (ITS) analysis.
dc.identifier.urihttps://hdl.handle.net/10566/11355
dc.language.isoen
dc.publisherUniversity of the Western Cape
dc.rights.holderUniversity of the Western Cape
dc.titleAdjustment of first year university students and the effect of a psychosocial intervention on their mental health and adjustment over an interrupted time series

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