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Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education.

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Title: Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education.
Authors: Evans, Andrew L., Slater, Matthew J., Turner, Martin J.
Source: British Journal of Educational Psychology. Dec2022, Vol. 92 Issue 4, p1315-1334. 20p. 1 Illustration, 2 Charts.
Subjects: Higher education, Social support, Undergraduates, Universities & colleges, Student engagement
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Using Personal‐Disclosure Mutual‐Sharing (PDMS) with first‐year undergraduate students transitioning to higher education.
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  Data: <searchLink fieldCode="AR" term="%22Evans%2C+Andrew+L%2E%22">Evans, Andrew L.</searchLink><br /><searchLink fieldCode="AR" term="%22Slater%2C+Matthew+J%2E%22">Slater, Matthew J.</searchLink><br /><searchLink fieldCode="AR" term="%22Turner%2C+Martin+J%2E%22">Turner, Martin J.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Dec2022, Vol. 92 Issue 4, p1315-1334. 20p. 1 Illustration, 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2022
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