Transition to college is a multifactorial process entailing the reciprocal interaction of dispositional and situational factors. This relation is reflected in the experience of an individual and creates unique construct of Adjustment. In turn, this influences academic well-being of the learner and in the long term, the achievement of the learning objectives. Interaction of constructs of a transition and academic well-being is a dynamic process and is reproduced in the constructed reality of an individual. Accordingly, This is a unique experience and requires in-depth assessment, in order to call for intervention and to create programs focusing on students' successful adjustment. Notably, study of such concept is oriented around positive ontological framework, which in some way limits the assessment of learners' distinctive perspective. Following the above mentioned, the aim of the study was: to describe a connection between academic well-being and a person-centered transition model based on the critical-realistic ontological framework. The study was conducted on 14 students from Ivane Javakhishvili Tbilisi State University by means of a qualitative method applying semi-structured interviews. The data was processed by Big Q approach to the thematic analysis. As a result of the study three key issues were identified: (1) Learner's subjective construct of transition included cognitive, communicative, self-regulatory and psycho-social components. (2) Cognitive and communicative constructs of the transition is related to academic satisfaction. (3) During transitional process, constructs within physio-social component, specifically “difficulties of independent life” and “loneliness and stress” are connected to academic stress.
Lasha Khojanashvili, American University of the Middle East, Kuwait
Mzia Tsereteli, Ivane Javakhishvili Tbilisi State University, Georgia
Shalva Kikalishvili, American University of the Middle East, Kuwait