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

EVANS, Andrew, SLATER, Matthew and TURNER, Martin (2022) Using Personal-Disclosure Mutual-Sharing (PDMS) with first-year undergraduate students transitioning to higher education. British Journal of Educational Psychology. e12502. ISSN 0007-0998

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Abstract or description

Background: Using Personal-Disclosure Mutual-Sharing (PDMS) with students 22 transitioning into Higher Education (HE) has yet to be researched in education. Aims: In two 23 studies, we aimed to explore the immediate effects of a Coping Oriented Personal-Disclosure 24 Mutual-Sharing (COPDMS) intervention on first-year undergraduate students’ relational and 25 organizational identification, perceived social support availability, and self-efficacy for 26 learning and performance. In our second study, we also aimed to examine student-perceptions 27 of participating in a COPDMS intervention. Sample and Methods: At the beginning of 28 induction week in both studies, first-year undergraduate students on the same degree 29 2 programme at a HE provider in England received an education session where COPDMS was 1 introduced. Students participated in a COPDMS session a few days later. During COPDMS 2 sessions, students mutually-shared and disclosed personal information and/or stories relating 3 to transitional experiences with other students and staff members. Results: Across both 4 studies, students’ relational identification with staff and perceived emotional, esteemed, and 5 informational support availability from others on the degree programme significantly 6 increased from pre- to post-COPDMS phases. Findings relating to relational identification 7 with other Year 1 students and perceived availability of tangible support were mixed. No 8 significant changes occurred for organizational identification with the university and self-9 efficacy for learning and performance. In Study 2, five higher-order themes relating to 10 students’ perceptions of COPDMS were found: (1) emotionality; (2) personal development; 11 (3) storytelling; (4) enhanced group processes; and (5) task appropriateness and value. 12 Conclusions: Study findings provide evidence that COPDMS is a useful psychological 13 intervention to deliver to students transitioning into HE. Practical considerations, limitations 14 and future research suggestions are provided.

Item Type: Article
Additional Information: "This is the peer reviewed version of the following article: Evans, A. L., Slater, M. J., & Turner, M. J. (2022). Using Personal-Disclosure Mutual-Sharing (PDMS) with first-year undergraduate students transitioning to higher education. British Journal of Educational Psychology, 00, 1– 20 which has been published in final form at https://doi.org/10.1111/bjep.12502 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited."
Uncontrolled Keywords: coping, higher education, identification, personal-disclosure mutual-sharing, transition
Faculty: School of Life Sciences and Education > Sport and Exercise
Depositing User: Matthew SLATER
Date Deposited: 31 May 2022 12:40
Last Modified: 01 Jun 2022 04:30
URI: https://eprints.staffs.ac.uk/id/eprint/7289

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