Enhancing First-Year Undergraduate Students' Adaptation Through Person-Centred Thinking

This study uses person-centred thinking as a theoretical framework to explore first-year undergraduate students' adaptation preferences. The aim is to enhance understanding of support mechanisms by analyzing students' subjective experiences. A qualitative visual methodology employing "one-page profiles" was used to identify preferences for improving adaptation. The research involved 18 students from humanities programs at two Slovak universities. Semiotic analysis of visual representations and thematic analysis of text revealed key preference areas: values, personality traits, social aspects, and motivation. Findings highlight a preference for a holistic approach combining personal development, social support, and academic growth, emphasizing authentic communication and empathetic understanding.