Speaker
Description
The transition from high school environment to university presents significant psychological and academic barriers for English-majored freshmen. Grounded in theories of learning adaptation and academic self-efficacy, this study investigates the factors influencing student well-being and performance during their first semester when they first enter university. Research findings indicate that students from urban high schools and those living with family experience less isolation and maintain higher confidence levels. A primary psychological barrier identified is the "identity shock" felt by students who were previously top performers in high school but now face increased competition and practice-based environment instead of standardized test-based like in high school. Academically, while students feel comfortable with English-medium instruction, the majority report "freezing" during oral production, highlighting a significant gap between high school preparation and university requirements. The study concludes that both internal mindset and external living conditions are pivotal to academic success. These findings provide actionable evidence for educators to develop programs, workshops that address specific knowledge gaps and psychological pressures for freshmen during their first semester. By fostering supportive learning environments and acknowledging the shift in academic status, institutions can better support freshman retention and success. This research offers practical strategies to enhance learner development and institutional support during this critical transition.
Keyword: psychological factors, academic performance, mental health, English-majored freshmen, first semester.
