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Adopting a healthier lifestyle often requires overcoming significant challenges, but leveraging psychological, social, and cultural resources can facilitate meaningful change. Effective self-change hinges on understanding and applying key tools such as motivation and goal setting, which help sustain efforts toward long-term health benefits.
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Related Experiment Video

Updated: Sep 29, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Promoting Success and Persistence in Pandemic Times: An Experience With First-Year Students.

Joana R Casanova1, Alexandra Gomes2, Maria Alfredo Moreira1

  • 1Research Centre on Education (CIEd), Institute of Education, University of Minho, Braga, Portugal.

Frontiers in Psychology
|March 21, 2022
PubMed
Summary

A university support program helped first-year higher education students adapt to academic challenges, especially during the COVID-19 pandemic. Students reported satisfaction but also emotional exhaustion, recommending program continuation with improvements.

Keywords:
COVID-19 pandemicadaptation to universitydropoutfirst-year studentshigher education

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Area of Science:

  • Higher Education Studies
  • Student Adaptation
  • Educational Psychology

Background:

  • Student transition to higher education presents significant challenges, exacerbated by COVID-19.
  • Institutional support is crucial for developing student autonomy and coping mechanisms.

Purpose of the Study:

  • To evaluate a support program designed to enhance academic success and reduce first-year dropout rates.
  • To address the specific adaptation difficulties faced by education students during the pandemic.

Main Methods:

  • A support program with three sessions was implemented for first-year education students.
  • Data collected included a dropout risk screening instrument and session activity analysis.

Main Results:

  • Students expressed high satisfaction with the program's content, activities, and perceived usefulness.
  • Participants reported positive experiences with higher education attendance but also noted emotional exhaustion.

Conclusions:

  • The support program is recommended for continuation with planned improvements.
  • Enhancements should focus on refining program planning for long-term effectiveness.