Journal articles: 'Psychological and socio-cultural adjustment'

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Mumtaz, Sana, and Sadia Nadeem. "Understanding the Integration of Psychological and Socio-cultural Factors in Adjustment of Expatriates: An AUM Process Model." SAGE Open 12, no. 1 (January 2022): 215824402210796. http://dx.doi.org/10.1177/21582440221079638.

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While the literature develops an adequate understanding of various socio-cultural and psychological factors that contribute to expatriates’ adjustment, limited work exists regarding interdependencies between these two dimensions of adjustment, particularly in the Asian context. Using the theoretical lens of the anxiety uncertainty management (AUM) model, this research examined the various socio-cultural and psychological factors that affect expatriates’ adjustment, and the integration of these factors during adjustment. Data were collected through semi-structured interviews of 55 Chinese top management expatriates working in Pakistan, and were analyzed using thematic analysis in NVivo. Based on the findings, an AUM model of expatriates’ adjustment is proposed, which illustrates how top management expatriates may go through a four-stage process of adjustment. The various socio-cultural and psychological factors, some identified from the literature and others through fieldwork, that play a role in expatriates’ adjustment at each stage, and the integration of these factors, is discussed.

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Bastien, Gilberte, Tanja Seifen-Adkins, and Laura R. Johnson. "Striving for Success: Academic Adjustment of International Students in the U.S." Journal of International Students 8, no. 2 (April 1, 2018): 1198–219. http://dx.doi.org/10.32674/jis.v8i2.143.

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Few studies have provided an examination of the academic component of acculturation. This study sought to extend the work in this area by examining factors impacting academic adjustment of international students in the US and compare results to factors of psychological adjustment. Predictors of academic adjustment were investigated with a sample of 122 international students. Hierarchical regressions revealed length of stay in the U.S., English proficiency, and help-seeking predicted academic adjustment, whereas age and attachment to the university community predicted psychological adjustment. Psychological adjustment was associated with acculturation strategy and cultural distance. Results suggest the need for targeted support interventions to facilitate psychological and socio-cultural adjustment in each domain.

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Mohd Yusuf, Bibi Noraini. "Cross-Cultural Factors That Influence Adjustment Process of International Students in Malaysian Public Universities." International Journal of Business and Management 4, no. 2 (April 15, 2020): 30–38. http://dx.doi.org/10.26666/rmp.ijbm.2020.2.4.

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International students’ enrolment in higher education in Malaysia has expanded widely in scope, volume, and complexity, giving rise to a myriad of challenges and difficulties in their adjustment process, which have to be understood and addressed. In this study, the cross-cultural factors that influence psychological, socio-cultural, and self-realization adjustments amongst international students studying in Malaysian public universities were examined. The purpose of this research was to gauge a better understanding of the difficulties and challenges encountered by them when pursuing higher education opportunities in Malaysian public universities, and how they had managed to overcome the necessary adjustments. A research survey based on 31-item questionnaires was formulated. Stratified random sampling methodology was adopted in the distribution of 250 questionnaires, with a total of 218 responses received. Data were coded and analyzed using the Statistical Package for Social Sciences’ software. The variables, socio-cultural adjustment, and self-realization adjustment showed negative correlations towards their adjustment process. The outcomes should enable university faculties and staff to recognize foreign students’ needs, and effectively offer supportive campus resources and services to assist them in their adjustment process.

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Khakunova, Fatimet, Asya Bersirova, Nurbyi Khakunov, and Safiat Bersirova. "Psychological and pedagogical aspects of international students’ adjustment to the cultural and educational university environment." E3S Web of Conferences 210 (2020): 19009. http://dx.doi.org/10.1051/e3sconf/202021019009.

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International students represent different cultures and differ psychologically, ethnically and culturally from citizens of their host country [1]. This causes adjustment problems in their new socio-cultural environment. The educational establishment should modernize and improve learning conditions which enables international students to adapt faster, develop their abilities and skills, improve their educational prospects. Purpose of the study was to draw out and experimentally substantiate psycho-pedagogical conditions and factors of successful adjustment to the educational environment for the international university students. Highly adaptive international students belong to the interactive type. They exhibit immersion readiness in unfamiliar intercultural conditions, striving to broaden their social circle with representatives of other cultures, aim at joint problem-solving, while exhibiting fewer signs of loneliness. By reference to students with lower adjustment levels, they exhibit medium manifestation of psycho-emotional symptomatology signs together with affective and cognitive components of ethnic identity [2]. They exhibit medium levels of cultural shock, tolerance, social distancing and average subjective well-being. These features are common for the unfinished adjustment process among international students. Thusly, we distinguish external and intrinsic factors which influence smooth adjustment process. The results of the study demonstrate that intercultural adjustment of international students is more successful in compliance with the support program implemented according to socio-psychological traits of international students and newly existing conditions of socio-cultural environment. The support program encompasses main areas of student life, which is a distinct advantage [3]. Its adaptable structure adjusts to all possible alterations to be implemented in various groups and different conditions.

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Miklyaeva, Anastasia Vladimirovna, Julia Sergeevna Pezhemskaya, Valeriya Viktorovna Khoroshikh, and Irina Alexandrovna Baeva. "Socio-psychological adaptation of students from indigenous minorities of the North, Siberia and the Far East to college in a new sociocultural environment: A theoretical model." Science for Education Today 12, no. 6 (December 30, 2022): 80–110. http://dx.doi.org/10.15293/2658-6762.2206.04.

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Introduction. The study examines the psychological, academic, social and cultural adaptation of indigenous students to a vocational school environment with a focus on representatives of indigenous peoples from the North, Siberia and the Far East. The purpose of the research is to model the processes of students’ socio-psychological adaptation to vocational college in a new socio-cultural environment. Materials and Methods. The systematic scholarly literature review was conducted in 2022 using the following search engines and electronic bibliographic databases: Google Scholar, Scopus, RSCI, and ERIC. The analysis included Russian and English language articles published between 2000 and 2022 reporting the results of the original empirical research on the problem of student adjustment to college in a changing socio-cultural environment. Of the 975 articles selected for systematic analysis, 68 sources met the search criteria. Results. A systematic literature review enabled us to identify two groups of social psychological resources for student adaptation to college in the new sociocultural environment: individual resources (individual psychological and academic) and environmental resources (including educational environment within the college and system of interpersonal relations). Based on the results of the systematic review, a theoretical model of the socio-psychological adjustment of the students (representatives of indigenous minorities of the North, Siberia and the Far East) to the vocational education institution in the new socio-cultural environment, which describes the procedural and structural elements of the adjustment process, as well as the interplay of personal, meso- and macro-environmental adaptation resources is proposed. Conclusions. The theoretical adaptation model of Students from Indigenous Minorities of the North, Siberia students, created on the basis of a systematic analysis of the literature, makes it possible to develop on its basis the technology for assessing the adaptation resources of the students of the CIS and DV and the measures of psychological, educational and social support for students belonging to the risk group, to the development of programs to prevent academic mismatch and student dropout. The prospects of the study include empirical verification of the proposed model.

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Xiong, Yiying, and Yuchun Zhou. "Understanding East Asian Graduate Students’ Socio-cultural and Psychological Adjustment in a U.S. Midwestern University." Journal of International Students 8, no. 2 (April 1, 2018): 769–94. http://dx.doi.org/10.32674/jis.v8i2.103.

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In this study, we explore East Asian graduate students’ socio-cultural and psychological adjustment in a U.S. Midwestern University. Eight participants were interviewed about their acculturation challenges as well as their effective coping strategies. Data were analyzed using open-coding techniques and five themes emerged: three themes summarized the challenges, including challenges due to cultural differences, lack of support in a foreign environment, and financial stress; and the other two themes that described the coping strategies were utilizing external resources and developing self-adjustment strategies.

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LEE, BETTY KAMAN, and LING CHEN. "Cultural Communication Competence and Psychological Adjustment." Communication Research 27, no. 6 (December 2000): 764–92. http://dx.doi.org/10.1177/009365000027006004.

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Ward, Colleen, and Antony Kennedy. "Psychological and Socio-Cultural Adjustment During Cross-Cultural Transitions: A Comparison of Secondary Students Overseas and at Home." International Journal of Psychology 28, no. 2 (April 1993): 129–47. http://dx.doi.org/10.1080/00207599308247181.

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Wang, Qingchun, Steffanie Leen, and Karin Hannes. "How Do South American International Students Experience Student Life in Flanders? A Photo Elicitation Project." Journal of International Students 8, no. 2 (April 1, 2018): 742–68. http://dx.doi.org/10.32674/jis.v8i2.102.

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Millions of tertiary international students are studying abroad, and the number of exchange students continues to increase. We explored experiences of South American students studying in a non-Anglophone context. A photo elicitation methodology was applied to support data collection. Five participants were asked to visualize their challenges in their adjustment in pictures. We conducted individual interviews where images were used as prompts to narratives. Data were analyzed using a thematic analysis approach. Three main themes were identified: socio-cultural adjustment, academic adjustment, and psychological adjustment. Our data suggest that adjustment processes do not automatically lead to an adaptation outcome. Individual factors such as students’ acculturation strategies and coping mechanisms, and situational variables like social interaction and cultural discomfort affect their adjustment.

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Tarar, Amina Hanif, Huma Asghar, Muhammad Mohsin Ijaz, and Muhammad Ali Tarar. "PSYCHOLOGICAL WELL BEING AND ADJUSTMENT OF SINGLE PARENTS: PSYCHOSOCIALAND ECONOMIC CHALLENGES." PAFMJ 71, Suppl-1 (January 27, 2021): S76–81. http://dx.doi.org/10.51253/pafmj.v71isuppl-1.5140.

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Objective: To explore the relationship between psychological well-being and psycho-social adjustment ofeconomically independent and dependent single parents belonging to various socio-economic classes. Study Design: Correlational study. Place and Duration of Study: This study was conducted at technical services association, Lahore, from Jun 2018 to Aug 2019. Methodology: A sample of 213 single parents with ages ranging from 25 to 50 was selected through purposivesampling. Psychological Well-Being Scale Revisited and Psychological Adjustment Scale were used. Results: Multivariate analysis showed that well-being and adjustment levels of divorced (M=114.17, SD=24.5),(M= 88.89, SD=19.45) single parents was significantly lower than those of widowed (M=136.78, SD=17.68),(M=105.86, SD=10.88) ones respectively. Also, economically independent (M=135.1, SD=20.38), (M=104.0, SD=14.5) single parents had better well-being and adjustment than those who are economically dependent (M=108.3, SD=24.5), (M=85.5, SD=17.1). Furthermore, post-hoc tests revealed significantly low psychological well-being (M=130.72, SD=23.16) and adjustment (M=81, SD=12.23) of single parents from lower social class. Conclusion: The study concludes that socio-economic status and economic independence/dependence have aprofound impact on the psychological wellbeing and adjustment of single parents. These findings will promotethe understanding of single parenting in collectiveistic cultures and may lead towards learning of coping strategies to foster psychological well-being, familial and social adjustments of single parents.

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Ahadi, Stephan A., and Rogelio Puente-Díaz. "Acculturation, Personality, and Psychological Adjustment." Psychological Reports 109, no. 3 (December 2011): 842–62. http://dx.doi.org/10.2466/02.07.17.20.pr0.109.6.842-862.

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Two studies investigated relationships between traditional indicators of acculturation, cultural distance, acculturation strategies, and basic dimensions of personality as they pertain to psychological adjustment among Hispanic students. Although personality characteristics have been shown to be important determinants of psychological well-being, acculturation research has put less emphasis on the role of personality in the well-being of immigrants. Hierarchical regression analysis showed that basic dimensions of personality such as extraversion and neuroticism were strongly related to psychological adjustment. Acculturation strategies did not mediate the effect of personality variables, but cultural resistance made a small, independent contribution to the explanation of some aspects of negative psychological adjustment. The implications of the results were discussed.

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Farid, KS. "Home away home: Adjustment experience of Bangladeshi immigrants in the Netherlands." Journal of the Bangladesh Agricultural University 12, no. 2 (July 12, 2016): 345–50. http://dx.doi.org/10.3329/jbau.v12i2.28694.

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Adjustment into a new culture is of crucial importance for the immigrants to lead a meaningful life in that culture. The present study investigates the adjustment experiences of Bangladeshi immigrants in the Netherlands by exploring and describing the nature of psychological, socio-cultural, and economic adjustment. Participants were 14 Bangladeshi immigrants aged between 29 and 62 years who were selected through snowball sampling technique, were directly or indirectly related with restaurant business and had been residing in the Netherlands for at least five years. A qualitative approach to data collection and analysis was employed in order to get insights from the study participants. For collecting data, in-depth interviews were conducted among the study participants. Data analysis was done with the use of MAXQDA qualitative data analysis software. Examination of the interview transcripts revealed that the immigrants are psychologically happy with their well-being, as almost all of their expectations have been fulfilled despite some problems of cultural differences. Bangladeshi immigrants maintain socio-cultural relationship with the people sufficient to lead normal daily lives as they do hardly face any problem. However, there interaction with Dutch is limited. Though they are not completely happy with their busy lives in the Netherlands, they feel better here compared to Bangladesh. They are economically adjusted because of the fulfilment of their economic expectations. Several practical implications were elicited from the research including a need for programmes that promote immigrants integration with the mainstream of the Dutch society by encouraging the broadening of social relationship.J. Bangladesh Agril. Univ. 12(2): 345-350, December 2014

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Rozaimie, Awang, Siti Huzaimah, and Affidah Morni. "Multicultural Personality and Cross-Cultural Adjustment among Sojourners in New Zealand." International Journal of Publication and Social Studies 1, no. 1 (November 8, 2016): 1–9. http://dx.doi.org/10.18488/journal.135/2017.1.1/135.1.1.9.

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Different parts of the world are offering sojourners with a variety of socio-cultural experiences. The inability to understand the variation triggers psychological, physical or behavioural difficulties, and maladjustment or misunderstanding. It is discovered that cross-cultural underestimation is the root of intercultural resistance, stereotyping, ethnocentrism and racism sentiments among sojourners. The online survey was conducted in the present study to comprehend the role of multicultural personality traits on sojourners’ cross-cultural adjustment. With snowball method and a purposive sampling, 55.5% of response rate was obtained among Malaysian sojourners in the New Zealand. Basically, the manifestation of self and other’s affection, behavioural and contextual variations amplify the rationalisation and contradictory nature of cultural variation. Highlighted, social initiative is a sole important multicultural personality trait which perceived as vital to the success of sojourners’ cross-cultural adjustment abroad. The implication of the study is discussed.

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Warinowski, Anu, and Eero Laakkonen. "Psychological Adjustment of Expatriate Children in Cultural Transitions." International Journal of Child, Youth and Family Studies 11, no. 1 (February 12, 2020): 1–21. http://dx.doi.org/10.18357/ijcyfs111202019471.

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The aim of the current study was to define the factorial structure of the psychological adjustment (PA) of Finnish expatriate children (EC) and to construct a model consisting of three child-level variables (age, school success, and attitude toward moving). Survey data concerning Finnish EC (N = 324) who had lived temporarily abroad were gathered from the EC’s parents. The mean age of the children was 4.8 years in the expatriation context and 8.2 years in the repatriation context. PA was examined using the Zung Self-Rating Depression Scale (ZSDS). Survey data were subject to a confirmatory factor analysis (CFA) and structural equation modeling (SEM). A hypothesized two-factor structure (physiological and affective factors) of PA was fitted for the sample using the CFA. A SEM of PA was presented, where the child-level explanatory variables were the age of the child, school success, and attitude toward moving. The main findings were the following: First, there is a two-factor structure of Finnish EC’s PA with both physiological and affective factors. Second, a model of PA with three child-level variables (age, school success, and attitude toward moving) was constructed. The results contribute to the understanding of PA in general and EC’s PA in particular. This study increases our understanding of EC’s PA in unique and novel contexts of dual cultural transitions. This comprehension is important in an increasingly globalized world, especially in clinical and other support contexts, where professionals work for children’s mental well-being.

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Brown, Robert A. "Self-Ambivalence and Psychological Adjustment in Cultural Context." Journal of Cross-Cultural Psychology 44, no. 8 (April 29, 2013): 1263–74. http://dx.doi.org/10.1177/0022022113486002.

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강희순. "Analysis of Path Model between Socio-Psychological Variables in Multi-Cultural Families and Adjustment to Family Life." Journal ofAgricultural Education and Human Resource Development 42, no. 3 (September 2010): 157–71. http://dx.doi.org/10.23840/agehrd.2010.42.3.157.

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Yang, Yang, Qingfang Song, Stacey N. Doan, and Qi Wang. "Maternal reactions to children’s negative emotions: Relations to children's socio-emotional development among European American and Chinese immigrant children." Transcultural Psychiatry 57, no. 3 (February 25, 2020): 408–20. http://dx.doi.org/10.1177/1363461520905997.

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This study examined the relations between maternal reactions to children’s negative emotions and children’s socio-emotional outcomes, including psychological adjustment, emotion knowledge, and coping strategies. European American and Chinese immigrant mothers reported on their reactions to children’s ( N = 117, M = 7.14 years) negative emotions and on children’s psychological adjustment. One year later, children were interviewed for emotion knowledge and mothers reported on children’s use of coping strategies. Mothers from the two cultural groups reported the same level of supportive reactions to their children’s negative emotions, whereas Chinese immigrant mothers more often adopted what are commonly considered to be non-supportive strategies than did European American mothers. Whereas supportive maternal reactions were associated with better child outcomes in both cultures, maternal non-supportive reactions were negatively associated with children’s functioning for European American children but not for Chinese immigrant children. The findings shed critical light on the functional meaning of parenting practices in specific cultural contexts in shaping developmental outcomes.

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Yeo, GeckHong, Vaishali V. Raval, and Charissa S. L. Cheah. "Cultural Orientation, Parental Emotion Socialization, and Adolescents’ Socio-Emotional Functioning Across Three Asian Cultures: India, China, and Singapore." Journal of Cross-Cultural Psychology 53, no. 1 (November 18, 2021): 43–65. http://dx.doi.org/10.1177/00220221211054153.

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Limited research has examined parental emotion socialization across Asian cultural contexts. Guided by the theoretical frameworks of family change and self-construal, this study examined cultural orientation toward independence-interdependence, parental emotion socialization processes, and their relations with adolescents’ psychological adjustment across three Asian cultural contexts—rural families in South India, suburban families in China, and families in Singapore. Participants included 300 Indian adolescents ( Mage = 15.58 years; 57.3% male) and their parents, 310 Chinese adolescents ( Mage = 13.04 years; 46.3% female) and their parents, and 241 Singaporean adolescents ( Mage = 14.44 years; 48.3% female) and their parents. Both adolescents and parents completed self-report measures of cultural orientation and emotion socialization, and adolescents completed a measure of their psychological adjustment. We first established construct validation for two emotion socialization processes and found that the factor structure for parental reactions varied across Asian contexts and parent versus adolescent reports, while the factor structure for parental emotion expressivity varied only across informants. Second, we tested whether the two parental emotion socialization processes mediated the association between cultural orientation toward independence-interdependence and adolescent behavior problems, and found differential relations across the three Asian contexts. Our data supported the model of family change and showed that across the Asian societies, the variations in independence-interdependence orientation provide different models of parental emotion socialization with nuances in meaning and function, as revealed by the construct validation of parental reactions and emotional expressivity and their implications for adolescents’ socio-emotional functioning.

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Jorgensen, Nathan A., Larry J. Nelson, and Xinxing Duan. "Perceived Parenting Practices and Adjustment." Emerging Adulthood 5, no. 5 (February 22, 2017): 371–76. http://dx.doi.org/10.1177/2167696817694800.

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Filial piety is an important cultural construct in the lives and behaviors of Chinese emerging adults and may act as a moderating factor for the relationship between perceived parenting practices and indices of adjustment. The purpose of this study was to investigate whether or not filial piety moderates the influence of psychologically controlling and warm parenting behaviors on internalizing problems, self-esteem, and risk behaviors. Using a sample of Chinese college students ( N = 612), results from regression analyses indicated that filial piety moderated the relationship between psychological control and self-esteem, in that psychological control predicted lower self-esteem at high and moderate levels of filial piety values but was not related at low filial piety values. The discussion focuses on the possibility that filial piety may exacerbate the conflict between psychologically controlling tactics and autonomy.

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Kraeh, Albert, Fabian Jintae Froese, and Sin Gon Kim. "Does socio-cultural and psychological adjustment influence physical health? The case of North Korean refugees in South Korea." International Journal of Intercultural Relations 51 (March 2016): 54–60. http://dx.doi.org/10.1016/j.ijintrel.2016.02.001.

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Sadewo, Giovanni R. P., Emiko S. Kashima, Colin Gallagher, Yoshihisa Kashima, and Johan Koskinen. "International Students’ Cross-Cultural Adjustment: Social Selection or Social Influence?" Journal of Cross-Cultural Psychology 51, no. 6 (June 8, 2020): 490–510. http://dx.doi.org/10.1177/0022022120930092.

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International education provides students with an opportunity to develop new social networks while they fit in to the new culture. In a three-wave longitudinal study, we investigated how social networks and psychological adjustment coevolve within a group of international students enrolled in a coursework degree at the tertiary level. Using the Stochastic Actor-Oriented Model (SAOM), we identified the occurrences of social selection based on the levels of psychological and sociocultural adjustment. More specifically, students tended to deselect classmates who were dissimilar in their level of psychological adjustment and to befriend those who differed in their levels of sociocultural adjustment. In contrast, little evidence was found to suggest that features of social networks influenced students’ adjustment. Potential applications of this new method to future acculturation research are suggested.

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PhDRL, John Kit S. Masigan,. "Lived Experiences of Foreign Students towards the Development of a Language Adjustment Assessment Tool." World Journal of Educational Research 6, no. 2 (March 5, 2019): 125. http://dx.doi.org/10.22158/wjer.v6n2p125.

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<p><em>As part of internationalization of higher education, student mobility has expanded over the past decade. Particularly, at St. Paul University Philippines, internationalization is established by hosting foreign students from Basic Education Unit to the Graduate School. Reviewed literature shows that foreign students across countries face a range of unique acculturation difficulties brought by language difference. However, none of these focused solely on language adjustment of foreign students. The researcher considered this particular space in sociolinguistics as a potential niche to occupy, with the aim of explicating the lived experiences of foreign students to develop a language adjustment assessment tool. This study used hermeneutical phenomenology in understanding the lived experiences of foreign students on language adjustment. Considering data saturation in the qualitative phase, the researcher involved 18 college foreign students using semi-structured one-on-one interview. The data were subjected to thematic structural analysis to find emerging themes. Based on such themes, the researcher developed a language adjustment assessment tool in the quantitative phase, which was pilot-tested to 76 medical foreign students and finally administered to 51 college foreign students using purposive-convenient sampling. Cohens Kappa was used to assess the instrument’s validity while Cronbach’s Alpha for reliability. Based on the findings of the study, more enablers affecting language adjustment of foreign students were identified than constraints. Moreover, four major themes emerged including Language-related General Living Adjustments, Language-related Academic Adjustments, Language-related Socio-Cultural Adjustments, and Language-related Psychological Adjustments. The developed language adjustment assessment tool was also evaluated to be fairly valid and reliable.</em></p>

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Wamala, Sarah, Gunnel Boström, and Karin Nyqvist. "Perceived discrimination and psychological distress in Sweden." British Journal of Psychiatry 190, no. 1 (January 2007): 75–76. http://dx.doi.org/10.1192/bjp.bp.105.021188.

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SummaryThere is lack of evidence on the health effects of perceived discrimination. We analysed the association between perceived discrimination and psychological distress, and whether socio-economic disadvantage explains this association in 15 406 men and 17 922 women in Sweden during 2004. After adjustment for age and long-term illness, frequent experiences of discrimination were associated with increased likelihood of psychological distress. Socio-economic disadvantage explained about 25% of this association.

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Mesidor, Jean Kesnold, and Kaye F. Sly. "Factors that Contribute to the Adjustment of International Students." Journal of International Students 6, no. 1 (January 1, 2016): 262–82. http://dx.doi.org/10.32674/jis.v6i1.569.

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Leaving home to attend college is an important milestone for college students. However, the transition from home to college can be challenging, especially for students studying abroad. In this article, the authors explore factors that contribute to the academic, cultural, social, and psychological adjustments of international students. Adjustment issues include psychological distress such as homesick, depression, and anxiety. This article seeks to increase the reader’s understanding of some of the issues faced by international students during the process of adjusting to a new collegiate environment. More specifically, the article discusses factors that contribute to adjustment and different phases of cultural adjustment. This article may help the students, educational institutions, and policy makers to provide the resources necessary for a seamless transition for international students to overcome the issues.

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Somhlaba, Nceba Z., and John W. Wait. "Psychological Adjustment to Conjugal Bereavement: Do Social Networks Aid Coping following Spousal Death?" OMEGA - Journal of Death and Dying 57, no. 4 (December 2008): 341–66. http://dx.doi.org/10.2190/om.57.4.b.

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This research sought to investigate the role of social networks in coping and adjustment to spousal bereavement. A total of 198 Xhosa-speaking participants, drawn from the rural areas of the Eastern Cape Province, South Africa, took part in the study. Quantitative data analyses revealed significant correlations between perceived social support on Social Support Appraisals scale and the anxiety scores on the Beck Depression Inventory-Second Edition and the problem-solving coping strategy scale on the Coping Strategy Indicator. Regression analyses revealed that depression contributed to increased social support appraisals, while anxiety was a significant negative predictor of the participants' experience of perceived social support. The authors highlight the need for bereavement intervention programs in the rural areas to be geared toward psycho-educating the conjugally bereaved individuals, within the socio-cultural framework, to continuously evaluate their support structures and strengthen ties with social networks that render support, instrumental assistance, and advice in times of need.

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Jiménez-Rodríguez, Tamara, Usue De la Barrera, Konstanze Schoeps, Selene Valero-Moreno, and Inmaculada Montoya-Castilla. "Longitudinal Analysis of Adolescent Adjustment: The Role of Attachment and Emotional Competence." Children 9, no. 11 (November 8, 2022): 1711. http://dx.doi.org/10.3390/children9111711.

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Emotional competencies as well as secure attachment relationships with peers are protective factors that facilitate psychological adjustment among adolescents. In this study, we will analyse how these socio-emotional factors influence adolescents’ emotional symptoms, conduct problems and peer problems. The participants were 815 Spanish adolescents aged 12–17 years (M = 13.69; SD = 1.21) who completed the Strengths and Difficulties Questionnaire (SDQ), the Parent and Peer Attachment Inventory (IPPA) and the Emotional Skills and Competence Questionnaire (ESCQ). Besides descriptive analyses, such as Pearson’s bivariate correlations, two different methodologies were combined to predict adolescent adjustment: structural equation modelling (SEM) and fuzzy set qualitative comparative analysis (fsQCA). The results show that secure attachment with peers and high emotional competence predict better psychological adjustment (low levels of emotional symptoms, conduct problems and peer problems), while insecure peer attachment and low emotional competence predict maladjustment. These results emphasise the role of socio-emotional variables in the promotion of psychological adjustment in adolescence through the implementation of emotional education programs.

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Main, Alexandra, Qing Zhou, Jeffrey Liew, and Charlene Lee. "Prosocial Tendencies among Chinese American Children in Immigrant Families: Links to Cultural and Socio-demographic Factors and Psychological Adjustment." Social Development 26, no. 1 (February 24, 2016): 165–84. http://dx.doi.org/10.1111/sode.12182.

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Haj-Yahia, Muhammad M. "Political violence in retrospect: Its effect on the mental health of Palestinian adolescents." International Journal of Behavioral Development 32, no. 4 (July 2008): 283–89. http://dx.doi.org/10.1177/0165025408090971.

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The aim of this study has been to examine the effect of retrospective report of political violence during the first Intifada (1987—1993) on psychological adjustment of 1185 Palestinian adolescents (10th to 12th graders) seven years after the first Intifada had ended. Analysis of the inter-relations was conducted between self-reported measures of political violence, socio-demographic characteristics, perceived parents' psychological adjustment problems and internalizing (i.e., somatization, withdrawal, anxiety, and depression) and externalizing (i.e., thought, attention and social problems, delinquent and aggressive behaviors) symptoms. It showed the significant net effect of retrospectively reported exposure to political violence on both internalizing symptoms and externalizing symptoms over and above the effect of socio-demographic characteristics and perceived parents' psychological adjustment problems. The discussion addresses the meaning of these results in light of the conceptual and methodological limitations of this study.

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ALEXANYAN, MЕRI. "SPOUSES’ COMPATIBILITY AND SOCIO-PSYCHOLOGICAL ADAPTATION IN A YOUNG ARMENIAN FAMILY." Scientific bulletin 1, no. 43 (August 24, 2022): 33–43. http://dx.doi.org/10.24234/scientific.v1i43.3.

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The article discusses the issue of spouse compatibility and social-psychological adjustment in young Armenian families, which, on the one hand, relies on positive feelings, emotionality, on the other hand, on the agreement of various demands (sexual, material, spiritual), including interests, opinions, views, on the value system established in the family. Aspects of psychological compatibility of couples are also presented. The discussion of the mentioned aspects reveals the supremacy of the compatibility of values and their conformity in Armenian families, which ensures the mutual understanding and coexistence of young spouses. As a result of the conducted research, one of the main areas of joint life in Armenian families was revealed, that is the conformity of the value system of young spouses, which we presented in the form of a hierarchical system. The classification model of socio-psychological adjustment features of spouses in young Armenian families has also been developed. Hence, the analyzes and studies done on the issue determine the novelty of the article.

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Sweatman, Stephen M. "Marital Satisfaction, Cross-Cultural Adjustment Stress, and the Psychological Sequelae." Journal of Psychology and Theology 27, no. 2 (June 1999): 154–62. http://dx.doi.org/10.1177/009164719902700208.

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SLONE, MICHELLE, MICHAL ADIRI, and AVIV ARIAN. "Adverse Political Events and Psychological Adjustment: Two Cross-Cultural Studies." Journal of the American Academy of Child & Adolescent Psychiatry 37, no. 10 (October 1998): 1058–69. http://dx.doi.org/10.1097/00004583-199810000-00016.

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Rogers, Joy, and Colleen Ward. "Expectation-experience discrepancies and psychological adjustment during cross-cultural reentry." International Journal of Intercultural Relations 17, no. 2 (March 1993): 185–96. http://dx.doi.org/10.1016/0147-1767(93)90024-3.

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Marella, Bianca, and Wuri Prasetyawati. "ADJUSTMENT TO COLLEGE WORK AND ITS RELATIONSHIP WITH PSYCHOLOGICAL DISTRESS IN INTERNATIONAL STUDENTS AT THE UNIVERSITY OF INDONESIA." Jurnal Psikologi 19, no. 3 (December 17, 2020): 286–96. http://dx.doi.org/10.14710/jp.19.3.286-296.

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Relocation can be a challenging and stressful experience for most international students. The demands of cultural adjustments frequently place international students at greater risk for various psychological problems than students in general. This research aims to describe the relationship between adjustment to college work problems and psychological distress. A cross-sectional survey with a self-completion questionnaire was conducted in a convenience sample of international students in Universitas Indonesia. Using convenience sampling, 107 international students (51.4% male, mean age = 25.7 years, SD = 5.65) completed the Hopkins Symptoms Checklist-25 (HSCL-25), a measurement of psychological distress, and the Mooney Problem Checklist – Adjustment to College Work scale as a measurement of adjustment to college work. Using the HSCL-25 score 1.75 as a cut-off, 28 participants (26.2%) reports a high psychological distress level. Pearson correlation demonstrates that there is no significant correlation between adjustment to college work problems and psychological distress. Further analysis for each adjustment-problem item was carried out to explore specific academic problems faced by international students. We found that the problems “Worrying about examination” (r = .194, p < .05) and “Fearing in failure in college” (r = .218 p < .05) were significantly associated with psychological distress. It is advisable for education institutions that accept international students to provide academic counselors or train local students to help international students.

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Harrison, J. Kline, and Holly H. Brower. "The Impact of Cultural Intelligence and Psychological Hardiness on Homesickness among Study Abroad Students." Frontiers: The Interdisciplinary Journal of Study Abroad 21, no. 1 (August 15, 2011): 41–62. http://dx.doi.org/10.36366/frontiers.v21i1.303.

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Because of the growth and impact of study abroad experiences, it is important to identify and evaluate factors contributing to students’ success. Unfortunately, a survey of leading U.S. study abroad institutions found that 96% of assessment instruments only gauged students’ satisfaction as the single measurement of success (Berg, 2003). In contrast, the literature on international job assignments identifies psychological adjustment as a vital construct underlying the success of expatriate employee experiences (Selmer & Leung, 2003). Furthermore, personality characteristics or stable personal traits are considered among the most important factors affecting the psychological adjustment of expatriate employees, and thus their success (Huang, Chi & Lawler, 2005; Jassawalla, Truglia, & Garvey, 2004). Two of these traits that are especially appropriate in the study of successful cross-cultural adjustment are cultural intelligence and psychological hardiness. This article presents a study about these constructs and presents a rationale for predictions about their impact on successful psychological adjustment for study abroad participants.

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Kim, Yang Soo, and Soon Chul Lee. "Adaptive Personality, Communication Competence and Psychological Health." Journal of Intercultural Communication 21, no. 1 (July 7, 2022): 1–18. http://dx.doi.org/10.36923/jicc.v21i1.1.

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Expatriate adjustment has gained wide attention because of its relevance to expatriates’ successful performance. This study examined the adaptation experience of Korean expatriates in India. Y.Y. Kim’s Integrative Theory of Cross-Cultural Adaptation offers a multidimensional system to explain the link between adaptive personality, communication and psychological health. Our analysis uses a self-reported questionnaire collected from 78 Korean expatriates. Results show positive correlation between theoretical constructs, suggesting expatriates’ personality, ability to communicate and ability to participate in the host country's social processes facilitate successful cross-cultural adjustment overseas.

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Abdullehalim, Maha Ahmed. "Stress coping and its relation to psychological and social adjustment in female students at Majmaah University during COVID-19." International Journal of ADVANCED AND APPLIED SCIENCES 9, no. 10 (October 2022): 50–58. http://dx.doi.org/10.21833/ijaas.2022.10.007.

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This research aims to investigate the ability to cope with stress and the psychological and social adjustment level and to estimate the relationship between them and the semester rate. The research sample consisted of 106 female students who were chosen randomly. The research used a scale of coping with psychological stress that contained 20 phrases and the psychological and social adjustment scale that contained 21 phrases. The most important results were: The level of ability to cope with the stress due to the COVID-19 increased among kindergarten students at the Faculty of Education, Majmaah University. The results agreed with some studies in that the level of psychological and social adjustment increased after COVID-19. Also, there is a positive relationship between the ability to face stress and socio-psychological adjustment. There is no relationship between the ability to face stress due to COVID-19 and semester average, as it is not statistically significant.

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Bender, Michael, Yvette van Osch, Willem Sleegers, and Mengyu Ye. "Social Support Benefits Psychological Adjustment of International Students: Evidence From a Meta-Analysis." Journal of Cross-Cultural Psychology 50, no. 7 (July 17, 2019): 827–47. http://dx.doi.org/10.1177/0022022119861151.

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A growing body of literature is exploring the link between social support and international students’ psychological adjustment. So far, however, there has been no systematic assessment of the overall relationship, and no indication which types and sources of social support may be most strongly associated with psychological adjustment. Our meta-analysis of 257 effect sizes across 76 studies fills this gap and assesses (a) the magnitude of the overall association between social support and international students’ psychological adjustment, (b) how different types (subjective, objective, and mixed) and sources (host, conational, international, mixed, and unspecified) of social support moderate the relationship between social support and psychological adjustment, and (c) whether the relationship between social support and psychological adjustment holds across different operationalizations of psychological adjustment. We find a positive overall association ( r = .20, 95% confidence interval [CI] = [0.16, 0.23]) between social support and international students’ psychological adjustment. Types and sources of social support matter as well: Subjective social support relates more strongly to psychological adjustment than objective social support. The data revealed that only support from mixed sources (i.e., not distinguishing between internationals, host, or conationals) is associated with a stronger effect of social support than support from conationals or from fellow international students (compared with support from host sources). We find no differences in the relation between social support and positive or negative adjustment. We outline recommendations for future research based on the meta-analysis.

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Stansfeld, Stephen A., Charlotte Clark, Bryan Rodgers, Tanya Caldwell, and Chris Power. "Childhood and adulthood socio-economic position and midlife depressive and anxiety disorders." British Journal of Psychiatry 192, no. 2 (February 2008): 152–53. http://dx.doi.org/10.1192/bjp.bp.107.043208.

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SummaryThis paper investigates how childhood socio-economic position influences the risk for midlife depressive and anxiety disorders at 45 years of age, assessed by the Clinical Interview Schedule in 9377 participants of the 1958 British Birth Cohort. Socio-economic position was measured by Registrar General Social Class in childhood and adulthood. The association of paternal manual socio-economic position with any diagnosis at 45 years of age was accounted for after adjustment for adult socio-economic position. Manual socio-economic position in women at 42 years of age was associated with midlife depressive disorder and any diagnosis; these associations were diminished by adjustment for childhood psychological disorders. Effects of childhood socio-economic position on adult depressive disorders may be mediated through adult socio-economic position.

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Rania, Nadia, Paola Cardinali, Chiara Cifatte, and Laura Migliorini. "ADOLESCENT ADJUSTMENT AND CULTURAL SELF-EFFICACY." Problems of Psychology in the 21st Century 1, no. 1 (April 5, 2012): 59–71. http://dx.doi.org/10.33225/ppc/12.01.59.

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Several studies have investigated the conditions for adolescents’ adjustment in multicultural contexts. Self-esteem is commonly considered as an index of well-being and of the psychological adjustment of adolescents. Literature on self-esteem maintains that a good level of self-esteem depends on the quality of the subject’s intimate relations with family and friends. In a globalized world the personal and relational impact of the management of cross-cultural contacts with the majority and minority groups is becoming increasingly relevant. This study explores the relationship between the constructs of support, self-esteem, well-being and cultural self-efficacy. The research project used a quantitative methodology through the administration of a self-report questionnaire. There were 312 participants, with a mean age of 15 years (20.5% immigrants). The results show that young immigrants have higher levels of cultural self-efficacy than Italian adolescents. However, in Italian adolescents, cultural self-efficacy correlates with family support. Italians who choose not only Italian friends but also foreign friends have higher levels of cultural self-efficacy. Opportunities for deeper investigation of cultural self-efficacy in the social context are discussed. Key words: adjustment, adolescents, cultural self-efficacy, immigrants, well-being.

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Singh, Abhijeet, Arif Ali, Maria Choudhary, Rini Gogoi, and Nilesh Maruti Gujar. "Adolescent Humour and Its Relationship with Psychological Adjustment." National Journal of Professional Social Work 21, no. 1 (December 14, 2020): 40. http://dx.doi.org/10.51333/njpsw.2020.v21.i1.246.

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Background: Adolescence is a transition phase towards adulthood. There is a correlation between humour and psychosocial adjustment. Aim: To assess the level of humour among adolescents and to see its relationships with their general psychological adjustment. Methods and Materials: The present study is a cross-sectional study. Convenience sampling was used to select the school and total enumeration method was used for the selection of the respondents (school-going adolescent). School going adolescents between the ages of 13-17 years were included. They were assessed with their consent using a Socio-demographic Datasheet, Richmond Humour Assessment Instrument, Beck Depression Inventory, Interaction Anxiousness Scale, Strength and Difficulty Questionnaire, Academic Expectation Stress Inventory and Rosenberg self-esteem scale. Results: Humour has a significant negative correlation with the emotional problems and significant positive correlation with pro-social behaviour and total difficulty score. Moreover, it was found that humour has a significant positive correlation with self-efficacy. In regression analysis, it was found that conduct problems and pro-social behaviour contribute significantly to the prediction of humour among adolescents; though, accounting only for 1.08% variance. Remaining 98.9% was attributed to a variable not included in the study. Conclusion: Humour can lead to an improvement in psychological adjustment among adolescent.

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Schachner, Maja K., Peter Noack, Fons J. R. Van de Vijver, and Katharina Eckstein. "Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism." Child Development 87, no. 4 (April 19, 2016): 1175–91. http://dx.doi.org/10.1111/cdev.12536.

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Lashari, Sana Anwar, Amrita Kaur, and Rosna Awang-Hashim. "Home Away from Home - The Role of Social Support for International Students’ Adjustment." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 33–54. http://dx.doi.org/10.32890/mjli2018.15.2.2.

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Purpose – Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic and psychological adjustment. Methodology – A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study. The Student Adjustment to College Questionnaire was employed to measure their academic adjustment and psychological adjustment. The Multidimensional Scale for Perceived Social Support and the Acculturative Stress Scale for International Students were used to collect data on social support and acculturation stress. Path analysis by AMOS 23 was used to test the hypothesized relationship. Findings – Results provided support for the proposed model, revealing that social support was associated with greater academic and psychological adjustment among international students. Significance – The present study has implications for university policies, counsellors, and student affairs departments on the need to take measures to facilitate healthy academic and psychological adjustment among international students.

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Miller, L. V. "The interplay between psychological well-being, university adjustment and previous experience of traumatic events." Psychological-Educational Studies 6, no. 1 (2014): 155–68. http://dx.doi.org/10.17759/psyedu.2014060118.

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It was shown that traumatic event that happened long ago does not have univocal connection with the current condition (intensity of post traumatic stress disorder, anxiety, and depression), adjustment (as personality trait in general) and university adaptation. Psychological well-being is not only a result of good adjustment, but at first contributes to socio-psychological adaptation of a person being connected with the way of perception and appraisal of life events. Psychological well-being is a part of adjustment potential and also reflects the level of adaptation. The most stressful events are death and/or serious illness of close others, or abuse. Special characteristics of students are described in the paper depending on the intensity of their suicidal thoughts. It is shown that the intensity of suicidal thoughts is connected with characteristics of psychological well-being showing itself in current condition, adjustment (as personality trait), university adaptation and choice of defense strategies.

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Piskun, Olga Yuryevna, Inessa Solomonovna Baskina, Valentina Anatolyevna Petrochenko, Elena Dmitrievna Shtatnyh, and Ruben Oganesovich Agavelyan. "Bilingual learning environment as a resource for the development of creative abilities and socio-psychological adaptation of hearing-impaired children." Science for Education Today 11, no. 2 (May 1, 2021): 172–96. http://dx.doi.org/10.15293/2658-6762.2102.08.

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Introduction. The article addresses the problem of bilingualism of deaf children in the educational process with the main focus on enhancing their creative abilities and socio-psychological adjustment. The purpose of the research is to study and describe the resource for the development of creative abilities and socio-psychological adaptation of children with hearing impairment. Materials and Methods. In this paper the authors provide a review of Russian and international studies into the role of bilingualism in deaf education. The evaluation of creative abilities and socialization of children with hearing impairment was conducted using the following projective methods: ‘Measurement of creative thinking’ (E. Torrance’s Incomplete figure test), N. V. Shaidurova’s measurement of older preschoolers’ creativity, ‘A picture of the family’ by T. G. Khomentauskas (adaptated by O. Y. Piskun and R. O. Agavelyan) as well as sets of survey methods including M. A. Panfilova’s “Sociometric questionnaire for children” and V. V. Tkacheva’s “Questionnaire for parents”. The sample consisted of 16 senior preschool age deaf children and their parents (n = 16). Results. Results. The authors identify the features of the development of creative abilities in children with hearing impairment: a slow formation of verbal speech, role-play interaction, and abstract thinking. The study reveals low socio-psychological adaptation, high parental deprivation and anxiety. In some cases, children are deprived of constructive interaction with their parents. It is emphasized that bilingual learning environment can be considered as a tool of deaf children’s social adjustment. The relevant learning environment can be created within the center of development and psychological and educational support for individuals with special education needs. Competent professionals (including those with disabilities) who use Russian sign language are motivated to communicate with deaf children and their parents for subsequent successful social integration and adjustment. Conclusions. The study concludes that within a personality-centered paradigm of a bilingual educational environment for creative development of children with hearing impairment and their socio-psychological adjustment, the leading factor is the bilingual approach to creating the center for psychological and educational support for families with the main focus on constructive interaction with deaf children.

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Spiegler, Olivia, Ralf Wölfer, and Miles Hewstone. "Dual Identity Development and Adjustment in Muslim Minority Adolescents." Journal of Youth and Adolescence 48, no. 10 (September 13, 2019): 1924–37. http://dx.doi.org/10.1007/s10964-019-01117-9.

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Abstract Dual identity (e.g., strong ethnic and national identity) is a psychological resource for minority groups, but how it develops during adolescence is less clear. In this 3-wave longitudinal study, a person-oriented approach was used to examine dual identity development in a sample of 2145 Muslim adolescents (MT1 = 15 years, 51% female) in four Western European countries. The results of a growth-mixture model pointed toward four distinct developmental Classes: (1) “Dual identity”, (2) “Separation to dual identity”, (3) “Assimilation to dual identity”, and (4) “Separation”. Multiple group comparisons further showed that adolescents in Class 1 were well adjusted, but well-being (e.g., internalizing problems, life satisfaction) and health were even higher among adolescents in Class 2. Adolescents in Class 3 had consistently lower levels of well-being, and adolescents in Class 4 had lower levels of socio-cultural adjustment (e.g., problem behaviour at school, delinquent behaviour, and lack of intergroup contact). The findings underscore that most Muslim minority adolescents in Western Europe develop a dual identity, and that the developmental process, not simply the outcome, matters for adjustment.

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Khaleque, Abdul. "Worldwide Implications of Multiple Acceptance and Rejection on the Psychological Adjustment and Maladjustment of Children and Adults: A Global Multi-Cultural Study." Clinical Medical Reviews and Reports 3, no. 5 (May 5, 2021): 01–02. http://dx.doi.org/10.31579/2690-8794/079.

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The objectives of this study were to explore the combine effects on children’s psychological adjustment and maladjustment of perceived acceptance or rejection by mothers, fathers, and teachers; and also to examine the combine effects on adults’ current psychological adjustment and maladjustment of perceived acceptance or rejection by mothers and fathers in childhood and by intimate partners in adulthood. The samples consisted of 586 children (47% boys and 53% girls) and 1,709 adults (35% males and 65% females). Among the children 573 were in the multiple acceptance group and 13 were in the multiple rejection group, and among the adults 1,645 were in the multiple acceptance group and 64 were in the multiple rejection group. The samples were selected from 11 countries in four continents. Results showed that significantly more girls than boys, and more women than men experienced multiple acceptance. Regardless of age, gender, and culture, the majority of sample in the multiple acceptance group reported healthy psychological adjustment, and the majority of respondents in the multiple rejection group reported moderate to severe psychological maladjustment. Results also showed a significant tendency for adults to experience more rejection by all attachment figures than did children regardless of culture and gender.

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Schlebusch, Lourens, and Helena M. van Oers. "Psychological Stress, Adjustment and Cross-Cultural Considerations in Breast Cancer Patients." South African Journal of Psychology 29, no. 1 (March 1999): 30–35. http://dx.doi.org/10.1177/008124639902900105.

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Harman, Marsha J., and Consuelo Arbona. "Psychological Adjustment Among Adult Children of Alcoholics: A Cross-Cultural Study." Journal of Psychology 125, no. 6 (November 1991): 641–48. http://dx.doi.org/10.1080/00223980.1991.10543326.

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Searle, Wendy, and Colleen Ward. "The prediction of psychological and sociocultural adjustment during cross-cultural transitions." International Journal of Intercultural Relations 14, no. 4 (January 1990): 449–64. http://dx.doi.org/10.1016/0147-1767(90)90030-z.

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Ward, Colleen, and Antony Kennedy. "Acculturation strategies, psychological adjustment, and sociocultural competence during cross-cultural transitions." International Journal of Intercultural Relations 18, no. 3 (June 1994): 329–43. http://dx.doi.org/10.1016/0147-1767(94)90036-1.

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Journal articles on the topic 'Psychological and socio-cultural adjustment'

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