Background: The theoretical framework utilised in the current study included Keyes’s mental health continuum, as well as the dimensions of emotional, psychological and social well-being. Aim: The aim of this study was to explore students experiences of flourishing and languishing during their first year at university. Methods: A nominal group technique was utilised in order to obtain data regarding the experiences of 22 first-year students and was thereafter analysed by means of thematic analysis. Results: Various dimensions of emotional, psychological and social well-being were highlighted as essential in experiencing either flourishing or languishing during students first year at university. Although students experienced both flourishing and languishing, it is evident that students are more vulnerable to languishing during the beginning of their university career. Facing the big unknown, being confronted with practical difficulties, finding academics overwhelming, experiencing social isolation and being a victim of crime were prominent. Students however, learn to flourish when they achieve academic mastery, experience personal growth and independence and secure a social support system. Conclusions: The first year is seen as fundamental to student success at university, therefore the promotion of mental health during this year can be valuable in ensuring flourishing experiences during students’ academic journey.

This qualitative study explored and described South African students’ experiences and perceptions regarding academic success. Focus group participants related academic success not only to achievement, but also to goal attainment, feelings of satisfaction, and the application of new skills. Academically successful students were associated with strong academic self-concepts, motivation, balance, and effective study behaviours. The role of significant others were also highlighted. In contrast to the notion that adversity hamper academic success, the participants in this study emphasised resilience when faced with challenges and difficulties. They regarded being the first in their family to attend higher education and financial stressors as motivators for success. This study highlights the complexity of students’ academic success and the importance of recognising the nuanced nature of individuals’ reactions to academic challenges. These findings are of particular value in countries such as South Africa where a large proportion of students enrolled in HE are faced with many challenges of which the impact on their success may not be truly understood yet. This study confirmed the importance of understanding and accurately addressing the student success challenge, especially since higher education institutions are under increased pressure to guarantee the success of their growing and diversifying student body.

Through the lenses of transformative and experiential learning theory, this article describes South African psychology students’ transformational journey while doing service-learning in a rural community. The reflection reports of five cohort groups (2006 to 2010), capturing students meaning making experiences and interpretations during community engagements, is analysed by means of a hybrid approach of inductive and deductive thematic analysis. Through the boundary crossings facilitated by service-learning, this research unpacks students’ iterative transformational learning cycles towards more complex cognitive processes, more sophisticated perspectives of the self and society, deepened emotional realisations, and recommitment to act as, and challenge others to be, socially responsible citizens of South Africa. A contextual adaptation of the existing transformational service-learning process model is provided. Lastly, an argument is made for how service-learning and reflective practice provide ideal opportunities for the teaching of relevant and socially responsive psychology.

Intergroup relation perspectives stem from research in Western contexts with clear distinctions between the dominant and nondominant groups. In South Africa, with at least 13 different cultural groups and 11 official languages, no group is dominant in all life spheres. We examine the relationship between identity and in-/out-group orientation across Black-Zulu, Coloured (mixed racial ancestry), Indian, and White-Afrikaans emerging adults ( N = 390; 75% females, M_age = 19.97 years, SD = 2.44). Results indicate that personal identity for all groups and ethnic identity for Black-Zulu, Indian, and White-Afrikaans emerging adults were important for intergroup relations. Black-Zulu, Coloured, and Indian emerging adults distinguish themselves less from others, whereas White-Afrikaans emerging adults are less open to others. Ultimately, the complexity of intergroup relations in South Africa has implications for the effective transformation interventions needed to counter experiences of threat and make group boundaries more flexible for emerging adults.

The relationship between future time perspective, self-efficacy and risky sexual behaviour in the Black youth of central South Africa. . ???aop.label???. doi: 10.3109/09638237.2015.1078884

Various learning philosophies, such as humanistic, constructivist, and socio-cultural approaches, have accentuated the importance of emotion in learning. In this article, we reviewed these approaches and explored the affective dimensions of learning. We conducted focus group and individual interviews with a group of female students in the humanities enrolled in an academic facilitation programme employing a student-centred, experiential, and collaborative learning approach. Through a process of appreciative inquiry, we discovered which learning techniques, experiences, and educational climates encouraged learning. Students reported that a learning climate that elicits positive emotional experiences promoted increased personal involvement in learning, broadened thought processes and actions, and resulted in change and development on emotional, cognitive, and behavioural levels. These findings formed a basis for suggesting learning principles / criteria for a curriculum that has the promise to offer students constructive learning experiences towards deeper and more holistic learning. These principles include the importance of creating a safe learning environment, enhancing students’ autonomy and involvement in the learning process, and providing authentic and intrinsically valuable learning experiences.