Introduction

The transition from high school to tertiary education is a significant milestone in the lives of students. Research indicates that first-year students often experience entering higher education as unnerving, isolating, and intimidating (Kuh, 2003; Lowe & Cook, 2023; Yorke & Longden, 2004). This transition involves moving from one established community into another, requiring students to disengage from previous social and academic structures while integrating into a new and often unfamiliar environment.

Evidence suggests that this period is particularly critical, as a substantial proportion of student withdrawals occur during or at the end of the first year (Ginty, 2016). This highlights the importance of understanding and addressing the challenges students face during this transition.

Academic Stress and Time Management Challenges

Several factors contribute to difficulties in adjustment at the tertiary level. These include financial pressures, inappropriate programme choices, homesickness, and challenges in forming new social connections (Ginty, 2016). Poor time management across academic, social, and personal responsibilities, with poor planning and procrastination often leading to academic stress and reduced performance (King, McQuarrie, & Brigham, 2021; Hill, Goicochea, & Merlo, 2018).

Differences in Learning Expectations

Another key issue identified in the literature is students’ lack of preparedness for the nature and expectations of learning at the tertiary level (Pike & Kuh, 2005; Schrader & Brown, 2008; Brownlee et al., 2009; Jamelske, 2009; Morosanu et al., 2010) as compared with studies in the Senior High School. This mismatch between prior learning strategies and university demands significantly affects students’ academic experiences.

Mental Health and Psychological Distress

The instability associated with the first-year experience can have serious implications for students’ mental health. Notably, research by Owusu-Ansah et al. (2020) highlights concerning prevalence rates of suicidal behaviours among university students, including ideation (15.2%), attempts (6.3%), death wishes (24.3%), and suicide plans (6.8%). Psychological distress was identified as a major risk factor, while subjective wellbeing and self-esteem served as protective factors. These findings underscore the need for institutional support systems that address both academic and psychological dimensions of student adjustment.

Study Context

The Legon Centre for Education Research and Policy (LECERP) is undertaking a study to assess the levels of academic self-concept and academic resilience among first-year students at the University of Ghana. This study seeks to explore the levels of academic resilience and academic self-concept of first-year students highlighting their perceptions of university life, and discovery of the kinds of support systems available to help them thrive academically. This study is grounded in the first priority of University of Ghana’s Strategic Plan - Transformative Student Experience.

Academic self-concept refers to individuals’ cognitive and affective judgments about their academic abilities, including how they perceive others view them (Bong & Skaalvik, 2003; DeFreitas & Rinn, 2013). Academic resilience, on the other hand, refers to students’ ability to achieve academic success despite challenging or adverse conditions (Arora et al., 2022). In addition to accessing these psychological concepts which have been identified as pre-requisites for students’ academic success, other variables such as the learning environment, institutional support, and students’ wellbeing are being examined.

Research Questions

This study is guided by the following research questions:

1. What is the level of academic resilience and academic self-concept among first-year students at the University of Ghana?
2. Is there any relationship between academic resilience and academic self-concept among first-year students?
3. What demographic factors influence academic resilience and academic self-concept?
4. What is the relationship between students’ perceptions of the university (e.g., institutional support, learning environment, and reputation) and their levels of academic resilience and self-concept?

Methodology

The study adopts a concurrent mixed-methods design, integrating both quantitative and qualitative approaches. Quantitative data will be collected through structured questionnaires administered to students, while qualitative data will be gathered through in-depth interviews (IDIs) with selected students and purposively selected personnels from the University of Ghana whose work are relevant to the study. Data collection for both components will occur concurrently to facilitate the integration and triangulation of quantitative and qualitative findings during the analysis. The study will involve participants drawn from the College of Humanities and the College of Basic and Applied Sciences, with a total sample size of 367 respondents for the quantitative survey. The qualitative interviews will involve 18 participants, comprising students and course advisors selected through purposive sampling.

Expected Outcomes

The study is expected to provide evidence-based recommendations:

• to university management for improving first-year student support systems such as first-year orientation programmes, and academic counselling and mentoring systems

• to lecturers to adopt teaching strategies that build student confidence and provide feedback systems that enhance self-concept

Conclusion

The first-year experience is a pivotal stage in students’ academic journeys, with far-reaching implications for their success and wellbeing. By examining academic resilience and self-concept within the context of the University of Ghana, this study aims to contribute to a deeper understanding of student adjustment and provide actionable insights for improving institutional support systems as the first major strategic plan for the university is transformational students experience.