02945nam a22002537a 4500 20231106162816.0 231106b ||||| |||| 00| 0 eng d 0007-0998 RIEBPL Library 370.1505 Andrew L. Evans, Matthew J. Slater, and Martin J. Turner Using Personal-Disclosure Mutual-Sharing (PDMS) with first-year undergraduate students transitioning to higher education (Journal Article) UK : Wiley and sons ,December 2022 1315-1334p. British Journal of Educational Psychology,Volume92, Issue4 ***______{For Hard Copy, Please visit Library.}________*** 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. coping higher education identification personal-disclosure mutual-sharing transition https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12502 PER 0 0 0 0 RIEBPL RIEBPL 2023-11-06 0 370.1505 2023-11-06 00:00:00 2023-11-06 PER 44738 44737