Transitional Challenges for First-Year University Students in the Natural Sciences:

This study sheds light on first-year students' challenges during their university transition. Key barriers impacting students' sense of mastery are identified through a thematic analysis of qualitative and quantitative data collected over two semesters at a natural sciences faculty at a large Nordic university. The study highlights central themes in students’ accounts, challenges, and developments across the first and second semesters. The results show that academic demands and task prioritisation challenges remain stable, while those tied to motivation and engagement intensify during the second semester. The study also reveals that students frequently experience a disconnect between the program's structure and the relevance of supporting courses. Based on Bandura’s self-efficacy theory, the discussion explores how universities can foster students' mastery through targeted initiatives addressing performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. The study underscores the interplay between institutional structures and individual student responsibilities, advocating for a holistic approach to fostering self-efficacy and academic engagement. These insights can guide universities in designing initiatives that enhance first-year students’ sense of mastery, improving their academic and social integration and overall well-being.