The purpose of this study was to examine the effects of the freshman orientation camp (FC) as first year experience on college adjustment focusing on social provision (SP) for two years. The waiting-list control design, which is one of quasi-experimental designs, was used in this study in order to examine the effect, since all freshman students participated in the 4-day FC as a requirement class right after the college entrance ceremony. The difference between the two groups at the end of the first FC, before the second FC, was interpreted as the effect of FC. Campus-focused SP was asked four times; before FC, after FC, six months later, and two years later. College adjustment (CA) was asked at the six month and two years after the FC. The results revealed that students’ SP significantly increased through the FC and its increase has maintained over two years. As for the relationship between SP and CA, the significantly positive relationships were found at the six months and two years after the FC. However, based on the result of the multiple regression analysis, it was found out that SP was not the significant indicator for CA two years after the FC, while it was most significant indicator at the six months after the FC. It suggests that the FC was successful as the first year experience to facilitate students’ transferring to college life, but more diverse support became more necessary for college adjustment for students as grades become higher, for example support for academic records and health condition.

The memories recollected from an individual's life are referred to as autobiographical memory. When people recollect one’s past, we undergo the process of autobiographical reasoning as well as recalling merely. That is the activity of creating relations between different parts of one's past, present, and future life and personality and development.

The purpose of this study was to elucidate the lasting impacts of organized camps on participants as they reached their adulthood through the viewpoint of autobiographical memory and autobiographical reasoning. The data were collected using a “Camp Memory Characteristics Questionnaire,” which was completed by 191 participants and analyzed using statistics. It was shown that memories of outdoor activities, such as “campfire,” “hiking or Solo,” “involvement with the camper,” “involvement with the camp counselor,” and “meaningful nature experience” were the most memorable events of camp in most of the respondents. Especially, the memories of “accomplishment,” such as “hiking or Solo” were recalled more frequently as well as more clearly, and they are valued as more important than the memories of other activities. In addition, the memories of camp remained in participants’ minds regardless of how much time has passed. By comparing and analyzing respondents' ages, these memories appear to have become more important as participants grew older. Furthermore, around 80% of respondents recognized the impacts of organized camp experiences. Participants also have attributed a variety of meaning to their camp experiences, and it was classified into 6 groups: “self,” “others,” “nature environment,” “outdoor activity,” “occupational choice,” and the other.