Peer Interaction Types for Social and Academic Integration and Institutional Attachment in First Year Undergraduates

Abstract Higher education institutions are increasingly implementing peer tutoring and mentoring strategies to support newly enrolled students’ transition into university, aiming reduce drop-out improve persistence. However, it is rare that these directly compared, even rarer for effects on social academic integration institutional attachment be explored, as in this study. In quantitative qualitative study, a total of 446 first-year university students Psychology Education Sciences one recruited via snowball technique which relied heavily email text messages, followed-up with invitations Facebook group, completed an online questionnaire. The questionnaire incorporated three instruments known reliability: the Social Adjustment, Academic Adjustment Institutional Attachment subscales Adaptation College Questionnaire; Commitment subscale Revised Hardiness Scale; Attitude Scale. Results were analysed by independent t-tests. For semi-structured interviews participants 39 self-selected but stratified volunteers. Interviews focused stages Appreciative Inquiry: Discovery, Dream Design. All audio-recorded transcribed. A combined inductive-deductive content-analysis thematic analysis was then used MAXQDA 11. Peer most effective means enhance integration. showed significant effect Neither had much impact attachment. Participants particularly mentioned activities such speed dating days important, since they developed self-esteem, encouraged them further participate. availability over longer term seen important. Evidence-based action implications educational practice, policy-making future researchers outlined, importance listening when developing policy emphasized.