This article examines the process of socialization to university context of the first-year students. In particular, we present the main results of an empirical research aimed at investigating the delicate transitional moment from secondary school to university of the first-year students of the 1st level degree course in Sociology at the University of Salerno (Italy). This phase, defined as studentry , is connected to a set of fractures that involve a multiplicity of aspects of the student's life such as the possible difficulties met by learners in adjusting to the university environment, the changes in their practices of study, the transformation in the dynamics of social relations up to a redefinition of their identity representation. The choice to carry out an empirical research on the first year students' experience is also due by our interest and involvement to provide an high quality teaching at university level. According to some research that we carried out over last years (Diana, Catone, 2016; 2018; 2016; Catone, Diana, 2016) an high quality teaching is represented by a situated integration of a set of components (Cochran et al., 1993; Van Driel et al., 1998) that imply an in depth reflection on 1) the characteristics of discipline; 2) the pedagogical approach in terms of teaching strategies and learning processes 3) the characteristics of the students and 4) the socio-economic-cultural context and conditions in which they operate. Related to the last two aspects, our research on studentry process has been planned and implemented in order to acquire a more specific knowledge of our target of students and to provide them a customized educational path, according to their specific socio-cultural characteristics, learning needs and psychological features. These aspects are explored in the following sections of this article.

Sociology Degree Studentry: An Empirical Research on the Transition from Secondary School to University

Maria Carmela Catone
Conceptualization
;
Paolo Diana
Methodology
2019-01-01

Abstract

This article examines the process of socialization to university context of the first-year students. In particular, we present the main results of an empirical research aimed at investigating the delicate transitional moment from secondary school to university of the first-year students of the 1st level degree course in Sociology at the University of Salerno (Italy). This phase, defined as studentry , is connected to a set of fractures that involve a multiplicity of aspects of the student's life such as the possible difficulties met by learners in adjusting to the university environment, the changes in their practices of study, the transformation in the dynamics of social relations up to a redefinition of their identity representation. The choice to carry out an empirical research on the first year students' experience is also due by our interest and involvement to provide an high quality teaching at university level. According to some research that we carried out over last years (Diana, Catone, 2016; 2018; 2016; Catone, Diana, 2016) an high quality teaching is represented by a situated integration of a set of components (Cochran et al., 1993; Van Driel et al., 1998) that imply an in depth reflection on 1) the characteristics of discipline; 2) the pedagogical approach in terms of teaching strategies and learning processes 3) the characteristics of the students and 4) the socio-economic-cultural context and conditions in which they operate. Related to the last two aspects, our research on studentry process has been planned and implemented in order to acquire a more specific knowledge of our target of students and to provide them a customized educational path, according to their specific socio-cultural characteristics, learning needs and psychological features. These aspects are explored in the following sections of this article.
2019
9788894488821
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4731056
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