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About The Journal

Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as

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  • Explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years. These transitions include, but are not limited to, the first college year, the transfer transition, the sophomore year, the senior year and transition out of college, and the transition to graduate work.

  • Transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students)

  • Explorations of faculty development, curriculum, and pedagogical innovations connected to any of the transitions identified above


The Journal is indexed by ERIC, the Educational Resources Information Center, and Higher Education Abstracts. ISSN 1542-3077 (Print) ISSN 2373-0153 (Online)

Contents Volume 27 Number 2
Distinguishing Differences in the Academic Motivation of Entering and Persisting Transfer Students
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The Use of Social Media for Navigating the Transitions Into and Through the First Year of College
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Matriculating Masculinity: Understanding Undergraduate Men's Precollege Gender Socialization
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Exploring the Emotional Intelligence of Student Leaders in the SI Context
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Improving the Retention of First-Year College Students: A Temporal Model of Assessment and Intervention
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Academic Deficiency: Student Experiences of Institutional Labeling
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Most Viewed Articles
First-Year College Students' Strengths Awareness: Building a Foundation for Student Engagement and Academic Excellence, 26(2), 69-88.
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Trailblazing: Exploring First-Generation College Students' Self-Efficacy Beliefs and Academic Adjustment, 26(2), 29-49.
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First-Generation College Student Achievement and the First-Year Seminar: A Quasi-Experimental Design, 26(2), 51-67.
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Bridge to Success: Insight Into Summer Bridge Program Students' College Transition, 20(1), 11-30.
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Making the Connection: The Use of Student Development Theory in First-Year and Transition Programs, 25(2), 13-26
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Reading, Learning, and Growing: An Examination of the Benefits of Common Book Programs for First-Year Students' Development, 27(1), 29-47.
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