Student Homesickness

The new environment will have new properties and the student needs to adapt to the new places, faces, and routines. Some students share increased levels of depression and absent-mindedness within the first few weeks of the first term. “Students who are passive and mildly depressed prior to leaving home have been found to be those most likely to show raised levels of homesickness following the move to college” (Fisher, 1994).

2.3.7 Homesickness

There are many first-year students who experience being homesick. Some of these reasons can be moving to a new environment, not knowing anyone, missing home, and missing family and friends. Homesickness is an unpleasant and stressful experience for students. For some students this is mild, but for

Some college students do not know how to properly prepare for a test and will perform poorly and are anxious as a result. “The academic workload requires that students face a series of peak periods such as finals, there is a relatively constant underlying pressure to complete an upcoming assignment” (Hudd, Dumlao, Erdmann, Murray, Phan, Soukas, & Yokozuka, 2000). After completing an exam, there is a period of depression that students may experience which reflects on how they performed and their performance compared to other colleagues. Low self-confidence and a poor perception of performance can be a reason why depression occurs after the test. Course overload can also cause students a great deal of stress. Having too many courses in a given semester, that are difficult to do well in, is partly due to rushing through to achieve a goal. Many students will take extra courses so they can graduate early. This can cause students to suffer psychologically, physically, socially, and

Establishment of Higher Education (HE) is generally recruiting a more diverse student population. This research has specifically examined differences in the undergraduate student experience of direct and re-entry student. 112 undergraduate direct and re-entry student took part in the study. A six part questionnaire was used to investigate the impact of age, gender, past experiences of school and motivations for participating in HE on correct global self esteem, academic self concept and academic stress. Re-entry students reported the most negative experiences of also evidence