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Using Personal-Disclosure Mutual-Sharing (PDMS) with first-year undergraduate students transitioning to higher
Andrew L Evans1, Matthew J Slater2, Martin J Turner3
1School of Health and Society, The University of Salford, Salford, UK.
Background:
Using Personal-Disclosure Mutual-Sharing (PDMS) with students transitioning to Higher Education (HE) has yet to be researched in education.
Aims:
In two studies, we aimed to explore the immediate effects of a Coping Oriented Personal-Disclosure Mutual-Sharing (COPDMS) intervention on first-year undergraduate students' relational and organizational identification, perceived social support availability, and self-efficacy for learning and performance. In our second study, we also aimed to examine student-perceptions of participating in a COPDMS intervention.
Sample And Methods:
At the beginning of induction week in both studies, first-year undergraduate students on the same degree programme at a HE provider in England received an education session where COPDMS was introduced. Students participated in a COPDMS session a few days later. During COPDMS sessions, students mutually-shared and disclosed personal information and/or stories relating to transitional experiences.
Results:
Across both studies, students' relational identification with staff and perceived emotional, esteemed, and informational support availability from others on the degree programme significantly increased from pre- to post-COPDMS phases. Findings relating to relational identification with other Year 1 students and perceived availability of tangible support were mixed. No significant changes occurred for organizational identification with the university and self-efficacy for learning and performance. In Study 2, five higher-order themes relating to students' perceptions of COPDMS were found: (1) emotionality; (2) personal development; (3) storytelling; (4) enhanced group processes; and (5) task appropriateness and value.
Conclusions:
Study findings provide evidence that COPDMS is a useful psychological intervention to deliver to students transitioning to HE. Practical considerations, limitations, and future research suggestions are provided.
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