Interrelación entre metilación del DNA y las modificaciones postraduccionales de las histonas

The process of identity formation within the university learning environment can be a contradictory notion (Kasworm, 2010; O’Shea, 2011). Ivanic (1998) argues that the biggest challenge posed to some university entrants is fitting their existing selves into the identities available in the new learning context where the available identities may exist opposite to their established selves. For example, particular challenges may be encountered by learners with no prior experience of learning in a co-educational environment or English language MOI, or those who come from a rural background. This is because existing learning, social and cultural identities of the learners may not match the new identity positions available in the university. This situation may lead to a “mismatch between the social contexts, which have constructed their identities in the past, and the new social context, which they are entering” (Ivanic, 1998, p. 12).

Kasworm (2010) and O’Shea and Stone (2011) note that identity formation is also a complex process. Drawing on Johnston and Merrill (2009), the notion of “learning identity” is employed to connote the “irregular and complex interrelationship of learning and identity” (p. 130) in this study. This definition of learning identity perceives that learning identities and other adult identities co-exist, and both affect each other.

O’Shea (2014) reports that learning identities will have begun evolving in past learning environments, thus the shift into university might either affirm these identities or disrupt them, inciting a revision and renegotiation between the existing, desired and expected identities. Learning identities are devious and undergo constant change and renegotiation (Lairio, Kouvo & Puukari, 2013; Martin, Spolander, Ali & Maas, 2014). It is therefore not easy to develop identity and learning together (Alder, 2016). As such, the current study perceives that university requires learners to evolve their identity of dependent learner (that they had during pre- university years) to become an independent learner in university.

According to O’Shea (2014), transition of emerging adults involves emerging identities, emerging adulthood and making new connections. Krause (2006) has argued that many new learners find initial experiences in university challenging. For example, as Krause states:

41

For some learners, particularly those from under-represented backgrounds, the transition to university can be a significant battle in that it may constitute a conflict of values, a challenge to one’s identity and a threat to familiar ways of knowing and doing.

According to Arnett (2000), young people aged between 18 to 25 years undergo a specific developmental stage called “emerging adulthood”. For example, finishing and leaving high school or college, joining university, leaving home, developing more steady connections and relationships, and above all becoming an independent learner. This stage is characterised by young people’s subjective view of never being adolescents again. This is the stage when young people also enter university. But in the meantime, as they are not yet adults, many of them are still financially dependent on their families. This period of life is likewise characterised by numerous decisions, choices and changes to be made. Three influencing factors were put forth by Arnett (2000) in relation to the developmental stage of emerging adults as they move from the before (adolescence) to the after (adulthood) stages. These factors are identity exploration, the number of residential changes and moves (Goldscheider, 1997), and a higher chance of taking part in “risky behaviour” (Mazzoni & Iannone, 2014, p. 303). The current study takes into consideration the first factor of identity exploration only as it is concerned with identity exploration and formation of new identity as independent university learners.

Stieha (2010) concedes that transition from high school to university is a complex undertaking with regard to the time and the challenges learners confront. It is required to provide support to the learners on both sides of the transition bridge for enabling them to not only adapt to university but also to be capable of developing both autonomy and new learner identity. “When learners begin their first-year at university, they are required to reorganise the way they think about themselves, as learners, and as social beings” (Huon & Sankey, 2002, p. 1). Adaptation to the university culture includes connecting “pre-university experience” and “experience at university” (Perry & Allard, 2003, p. 76). Adaptation effectiveness is improved by the chance of framing positive social associations with both fellow learners and university staff (Blair, 2016; Keup & Barefoot, 2005).

Briggs et al. (2009) posit that the process of transition starts before the shift, through prospective learners’ visits to universities and formation of links with current learners that allows them to envision what it would be like being a university learner. This process proceeds through the early months at university. However, in the Pakistani context, due to lack of collaboration between colleges and universities, learners are not provided with any chances to visit universities and form links with current learners and university staff, before the shift.

42

It is implied by Harvey and Drew (2006, p. iii) that learners adjust more quickly if they manage to “learn the institutional ‘discourse’ and feel they fit in”. Huon and Sankey (2002) insist that for smooth transition, learners should form a sense of their learner identity during this initial period at university. In addition to this, they should learn to be an autonomous or independent university learner (Fazey & Fazey, 2001; Weadon & Baker, 2014). If learners do not succeed in this, they may become disoriented and lose personal identity (Scanlon et al., 2005). In Tranter’s (2003, n.p.) words, the learners might feel like “a fish out of water” which may place them at risk of leaving their studies. It is, therefore, essential to establish a positive learner identity to persist and succeed as an independent university learner (Tangey, 2014). In this regard, it has been reported that peer interaction is a vital element in creating concepts of self-linked with and relevant to university learning and accomplishment (Briggs et al., 2012; Dweck, 1999). Adolescents at this phase are entering a new phase of life and adapting to new demands and responsibilities, in most cases away from family and friends. Despite these challenges, transition into university also provides opportunities for forming new identities (e.g. learning and social), developing new peer relationships and friendships, and exploring new emerging interests (Gottlieb, Still, & Newby-Clark, 2007).