Post-Secondary Student Resilience During the Transition from Online to In-Person Learning
Bibliographic record
Abstract
First-year university students are vulnerable to stress associated with the new social and academic environment. These expected challenges increased significantly for students beginning university in September 2022, which marked a shift back to in-person learning for students who completed most of their high school education online. The aim of this study was to examine whether this unique group of first-year students possessed the tools of resilience to the same degree as pre-pandemic groups and if having these or not impacted their transition to university. First-year students were recruited to complete measures of optimism, self-efficacy, resilience, life satisfaction, and academic performance. On average, participants reported moderate levels of resilience, situational optimism, self-efficacy, and life satisfaction, and low dispositional optimism. Situational optimism was the most significantly associated with grade-point average, and dispositional was most significantly associated with life satisfaction. The results indicated that students entering university in the 2022-23 academic year possessed the tools to navigate the transition to university, even amidst significant changes to education brought on by the pandemic. The implications for students, professors, and administrators are considered.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".