This study examined the effects of a mentoring-integrated course designed to support first-year college students’ adjustment at K University. The seven-week course focused on enhancing students’ social and emotional adjustment through structured interactions with faculty members, university counselors, and educational researchers. To evaluate the program’s impact, pre-and post-tests were administered during the first and final weeks of the course, measuring sense of meaning in college life, college adjustment, need satisfaction in college life, and faculty-student interaction. Paired samples t tests were conducted to examine differences before and after participation. The results indicated significant increases in meaning in college life, social adjustment, needs satisfaction, and faculty-student interaction, with the most substantial improvement observed in faculty-student interaction. However, no significant change was observed in institutional attachment, and emotional adjustment scores showed a slight decline. Additionally, program effects varied across implementation period, suggesting that students’ adjustment needs vary over the course of the semester. These findings provide empirical support for the impact of mentoring-integrated general education courses in promoting first-year students’ social integration and engagement. The study also highlights the importance of designing stage-specific intervention strategies and clarifying the complementary roles of faculty and peer mentors in fostering academic and social integration.
Choi et al. (Thu,) studied this question.