Relevant bibliographies by topics / Student adjustment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student adjustment'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Student adjustment"

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Syed Sahuri, Sarifah Nurhanum, and Rachel Wilson. "International Student Adjustment Scale (ISAS): Toward a Holistic Understanding of Adjustment Experience." Malaysian Journal of Social Sciences and Humanities (MJSSH) 9, no. 5 (May 24, 2024): e002808. http://dx.doi.org/10.47405/mjssh.v9i5.2808.

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Previous research has established that how students feel and make practical adjustments in international education settings is pivotal to their educational and personal progress. This study introduces the International Student Adjustment Scale (ISAS), a novel instrument designed to capture the multifaceted adjustment experience of international students abroad. Qualitative analysis of interviews and diaries (n=26) underscored the need for a more nuanced understanding of adjustment as a dynamic process encompassing academic, sociocultural, and psychological domains. Informed by existing adjustment theories and validated measures, we crafted a comprehensive 30-item scale – the ISAS. To assess its efficacy, the ISAS was administered to a cohort of Malaysian students studying in Australia (N=371). Exploratory Factor Analysis confirmed the presence of three distinct sub-scales: academic adjustment, sociocultural adjustment, and psychological adjustment, each containing two to three further factors. Additionally, the scale demonstrated strong internal consistency (α = .72 to .87). These results are encouraging for future research endeavours that delve deeper into the concept of international student adjustment. With further validation across diverse student populations, the ISAS holds significant potential as a tool for developing optimal learning environments and experiences that support successful student adjustment within the international higher education landscape.
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Laanan, Frankie Santos. "Transfer student adjustment." New Directions for Community Colleges 2001, no. 114 (2001): 5. http://dx.doi.org/10.1002/cc.16.

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Ali, Asghar, Mushtaq Ahmad, and Saifullah Khan. "Social and Academic Adjustment of the University Students." Global Social Sciences Review III, no. III (September 30, 2018): 378–94. http://dx.doi.org/10.31703/gssr.2018(iii-iii).21.

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The study finds relationship between social and academic adjustments of BS students in University of Sargodha Pakistan. A sample of 550 BS students was selected from different departments through multistage random sampling. Student Adaptation to College Questionnaire (SACQ) was adapted with permission to measure the social and academic adjustments of BS students which has acceptable value of reliability coefficient Cronbach Alpha 0.90 after analysis of pilot testing data. In this correlational study, data collected through survey were analysed using frequencies, percentages, means scores, standard deviation, t-test, and one-way ANOVA. The study finds majority of students have moderate level of social and academic adjustment; Male students have better social adjustment but both have equivalent academic adjustment; boarders have better social adjustment than day scholars, students of 2nd and 8 th semester had equal level of academic adjustment but 8 th semester students have better social adjustment than 2nd semester students. It is recommended that students are provided with the opportunities of group projects, seminars and guidance and counselling regarding values of university education.
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Lestari, Lisa Dewi, Siti Fitriana, and Chr Argo Widiharto Widiharto. "PENYESUAIAN DIRI DALAM KEGIATAN PEMBELAJARAN SMP NEGERI 27 SEMARANG DI MASA PANDEMI." Dharmas Education Journal (DE_Journal) 3, no. 1 (June 5, 2022): 96–102. http://dx.doi.org/10.56667/dejournal.v3i1.621.

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The problem of this research is how to adjust to the learning activities of SMP Negeri 27 Semarang students during the Covid-19 Pandemic? The goal to be achieved in this study is to determine the level of adjustment in student learning activities. This type of research is qualitative with a phenomenological approach. Field observations were carried out by observing the object of research, namely students at SMP Negeri 27 Semarang. Field observations also collect documents in the form of student learning outcomes. The interview process was carried out with student and teacher sources. The data in this study were obtained through observation and interviews. The results of the analysis regarding adjustment in student learning activities during the pandemic showed a relationship between each superordinate theme, which appeared in more than half of the participants. The conclusion shows that the adjustment in learning activities of SMP Negeri 27 Semarang students during the Covid-19 pandemic is quite good. This is indicated by the behavior shown, such as seeking solutions, releasing emotions (catharsis) and seeking social support. Student adjustment is quite good because of the support from parents and friends and able to find solutions when experiencing problems in online learning. Students also show feelings of depression by releasing emotions. Suggestions that researchers can convey, BK teachers should be able to provide services that are in accordance with the conditions of students in order to overcome helping students make adjustments during learning both online and offline.
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Yasfin, Moh Anwar. "Student Adjustment in Undertaking Online Learning." KONSELING EDUKASI "Journal of Guidance and Counseling" 6, no. 1 (June 4, 2022): 117. http://dx.doi.org/10.21043/konseling.v6i1.17044.

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<p class="06IsiAbstrak"><strong>Student Adjustment in Undertaking Online Learning</strong><strong>. </strong>This study aims to reveal the Problems of Student Adjustment in Undertaking Online Learning. Research on the Problems of Student Adjustment in Undertaking Online Learning was carried out using a qualitative approach with the type of field research with data collection techniques using Interview, Observation and Documentation Techniques. The research subjects or informants in this research are students and lecturers of IAIN Kudus. The results showed that when they first took online lectures, students could not adapt because they had not found a way to make this lecture not boring. However, with the passage of time and have gotten used to learning online at home. The form of student adaptability in undergoing lectures from always being active to being absent online, listening, and responding to material in every online lecture. In addition, there are also students who have not been able to adapt to undergoing online lectures, because online lectures only look at cellphones and laptops and without any interaction between friends or with lecturers, besides that students feel that for some courses there must also be practice and direct explanations from the lecturer.</p><p><strong><br /></strong></p><p><strong>Keywords:</strong> Adjustment, Student, Online Learning</p>
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Muttaqien, Mustika Dewi, Eva Siti Faridah, and Ernawati Erawati. "Model Penyesuaian Sosial Siswa Baru di Sekolah Menengah Pertama Islam Al-Hamidiyah Depok." Jurnal Dirosah Islamiyah 4, no. 3 (July 27, 2022): 442–56. http://dx.doi.org/10.47467/jdi.v4i3.1857.

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The purpose of this research is to find out level of social adjustment on male and female students, what kind of aspect has high and low level on student social adjustment, and the different of social adjustment based on gender of students. Research was applied in Al-Hamidiyah Islamic Junior High School on August – September 2019 with qualitative approach and survey method to understand phenomena in the field. Student at Seven class are selected as a subject consist of 40 person male and female students. The instrument for collecting data is Likert Scale Questionnaire and data are analyzed through classification, scoring, calculation, comparison and explanation. The result of research are: 1) Student social adjustment in Al-Hamidiyah Islamic Junior High School: individual expression, social affiliation in group, social behavior, and individual satisfaction are good level. 2) There is a same level of student social adjustment both male and female students in high and low. Individual satisfaction in high level and social behavior in low level. It is mean, that the student has individual satisfaction better than their social behavior. 3) There is the different in social adjustment between male and female students. Female students has level better than male students in all aspect of social adjustment. Keyword: Social adjustment, male students, and female students.
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Park, heejin, and Jeongmi Kim. "The Effect of Teacher-Student Relationship on School Adjustment mediated by Resilience as Recognized by Elementary School Students." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 5 (March 15, 2024): 571–83. http://dx.doi.org/10.22251/jlcci.2024.24.5.571.

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Objectives The purpose of this study is to find a direction for successful school adjustment through analyzing the ship between teacher-student relationship, resilience and school adjustment. Methods The study was conducted on 215 elementary school students from August 21 to 25, 2023. And The data were analyzed using the SPSS 19.0 program. To this end, first, examine the relationship among teacher-student relationship, resilience and school adjustment recognized by elementary school students. And second, analyze the mediating effect of resilience in relation to teacher-student Relationship and school adjustment. Results First, the correlation between teacher-student relationship, resilience and school adjustment showed significant positive correlation. Second, as a result of analyzing the mediating effect of resilience on the relationship between teacher-student relationship and school adjustment, it was partially mediated. Conclusions In conclusion, it was confirmed that teacher-student relationship through resilience is important for improving school adjustment.
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Vionita, Shinta, and Rahmah Hastuti. "GAMBARAN COLLEGE ADJUSTMENT MAHASISWA BARU DI MASA PANDEMI COVID-19." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 5, no. 1 (April 25, 2021): 73. http://dx.doi.org/10.24912/jmishumsen.v5i1.9971.2021.

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College adjustment comes from adjustment, which means the adjustment of students to the environment in college. The way students adjust during the first year of college is a prediction of significant life events later in their college career. In college adjustments, there are four dimensions, including academic adjustment, social adjustment, personal emotional adjustment, and goal commitment institutional attachment. This study aims to find an overview of first year college students during the Covid-19 pandemic. This study had 345 freshman college students as participants ranging in age from 18 to 25 who were studying at universities in Jakarta. The measuring instrument used was the Student Adaptation to College Questionnaire (SACQ). Based on the results of data processing carried out to describe college adjustment of first year college students during the Covid-19 pandemic using descriptive methods and different demographic data tests, it was found that college adjustments had differences in the gender of men and women, and had no differences in the type of college, age, faculty, and current residence. The results of this study can also be concluded that the dimension of goal commitment to institutional attachment has the highest mean value, followed by social adjustment, academic adjustment, and the lowest is personal emotional adjustment. This study also describes the high level of college adjustment based on its dimensions. College adjustment berasal dari adjustment yang artinya penyesuaian mahasiswa dengan lingkungan perguruan tinggi. Cara mahasiswa menyesuaikan selama tahun pertama kuliah merupakan prediksi peristiwa kehidupan yang signifikan di kemudian hari dalam karir perguruan tinggi. Dalam college adjustment, terdapat empat dimensi, antara lain academic adjustment, social adjustment, personal emotional adjustment, dan goal commitment institutional attachment. Penelitian ini bertujuan untuk mengetahui gambaran umum college adjustment mahasiswa baru di masa pandemi Covid-19. Penelitian ini memiliki 345 partisipan mahasiswa baru dengan rentang usia antara 18 hingga 25 tahun yang berkuliah di perguruan tinggi di daerah Jakarta. Alat ukur yang digunakan adalah Student Adaptation to College Questionnaire (SACQ). Berdasarkan hasil olah data yang dilakukan untuk menggambarkan college adjustment mahasiswa baru di masa pandemi Covid-19 dengan menggunakan metode deskriptif dan uji beda data demografi, didapatkan hasil bahwa college adjustment memiliki perbedaan pada jenis kelamin laki-laki maupun perempuan, serta tidak memiliki perbedaan pada jenis perguruan tinggi yang dipilih, usia, fakultas, dan tempat tinggal saat ini. Hasil penelitian ini juga dapat disimpulkan bahwa dimensi goal commitment institutional attachment memiliki nilai mean yang paling tinggi, disusul dengan social adjustment, academic adjustment, dan yang paling rendah adalah personal emotional adjustment. Penelitian ini juga menggambarkan tingkat tinggi rendahnya college adjustment berdasarkan dimensinya.
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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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Cousins, Chris, Heather L. Servaty-Seib, and Jennifer Lockman. "College Student Adjustment and Coping." OMEGA - Journal of Death and Dying 74, no. 4 (August 3, 2016): 386–409. http://dx.doi.org/10.1177/0030222815598911.

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The present study examined the coping-related predictors of four domains of college adjustment (i.e., academic, social, personal or emotional, and institutional attachment) for bereaved and nonbereaved students ( N = 225). Findings indicated that support from friends was positively associated with academic and social adjustment and institutional attachment and that avoidant emotional-focused coping was negatively associated with all domains of adjustment for both bereaved and nonbereaved students. Interaction effects indicated that institutional attachment was lower at high levels of problem-focused coping for bereaved students and that bereaved students exhibited lower levels of both social adjustment and institutional attachment at low levels of family support, whereas nonbereaved students exhibited lower social adjustment at high levels of family support. Directions for future research and implications for practice and higher education policy are offered.
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Dissertations / Theses on the topic "Student adjustment"

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Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment." University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.

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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.
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Fleming, Teresa M. "Adjustment to college life." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722227.

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Social support has been identified as an important mediator aiding adaptation during major life transitions such as matriculation in college. In the present study two models were proposed to predict social network development from measures of previous social support and individual characteristics collected prior to students' matriculation. It was hypothesized that initiation skills and previous social relationship patterns would predict the quantitative development of the students' new social support networks while negative affectivity and social relationship patterns would predict satisfaction with the forming network.The models were tested using path analysis techniques. Model I was supported. Initiation skills and relationship patterns both had significant direct effects on network size; while initiation skills also had a meaningful indirect effect on size through its effects on relationship patterns. Model II was not supported by the data. Network satisfaction was not meaningfully influenced by negative affect but was affected by initiation skills and by social relationship patterns. Changes in the characteristics of the network over time were also observed and considered. The results clarify the process through which new social networks develop and have implications for college-based intervention programs.
Department of Psychological Science
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Zeng, Min. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.

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Larbi, Richard Kwame. "Student advisors' perceptions of social adjustment among international students /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.

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Wong, Yuk-yu Ellen. "An exploratory study of secondary school adjustment and adolescent development /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117075.

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Pollock, Graeme Mackenzie. "The orientation of the standard six pupil transferring from primary to secondary schooling." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001443.

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Pupils entering High School for the first time experience many problems of orientation and adjustment. This study arose from the conviction that something could be done to alleviate this time of stress to the benefit of both pupil and school alike. A brief review of literature showed that despite a fair amount of research having been done in Britain and the United States, there is still a dearth of information relating directly to the South African situation. Most transition studies differentiate between factors affecting academic adjustment, those relating to personal adjustment after transfer, and those which involve adjustment to environmental factors. In general studies approached orientation pogrammes from two perspectives - those that handled orientation as an event with its concomitant administrative and practical advantages, and those that saw it to be a process which has more person-focussed advantages. Most researchers agree that each school has its own needs and that the orientation programme should reflect those needs. Many favour a problem-solving approach to the design of any programme and emphasize the need for constant evaluation of the programme to maintain relevance and effectiveness. A low-key investigation into adjustment problems faced by new pupils in the High School was conducted by means of a questionnaire. Three main areas of information were investigated: attitude to school; personal adjustment as indicated by the self-concept; and general impression of Secondary School. The results confirmed that problems of orientation and adjustment are experienced by pupils in the South African Education System and revealed a framework upon which an orientation programme could be based. An overview of existing orientation programme objectives stresses the fact that orientation must be concerned with the total adjustment of the child - personal, academic and environmental - and that, of necessity, it involves the whole family. An orientation programme is outlined and expanded upon in order to provide a framework upon which other programmes could be designed, specific to the particular needs of the schools involved. Finally, certain observations are offered which may lead to a better understanding of the demands of the orientation process
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Lee, Eunah Kim Bratton Sue. "Effects of three interventions with international college students referred for adjustment and language difficulties a preliminary study /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3649.

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Gruman, Diana H. "Individual growth curve analysis of the effects of student mobility on measures of elementary school adjustment /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7715.

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Hurst, Jennifer R. "Does physical disabilty truly create impairment in adjustment to college life?" Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4529.

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Monda, Samantha J. "Smooth transitions the role of athletic identity and life stress in the freshman student-athlete and non-athlete adjustment process /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5738.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains vii, 128 p. : col. ill. Includes abstract. Includes bibliographical references.
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Books on the topic "Student adjustment"

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Khan, Razia. Adjustment and its correlates. New Delhi: Arya Book Depot, 1992.

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Virshup, Bernard. Coping in medical school. New York: Norton, 1985.

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Mickle, Kathryn M. The adaptation of Hong Kong students to Canada. [Toronto]: University of Toronto - York University, Joint Centre on Modern East Asia, 1985.

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Sutton, Ruth. Successful student transition. Winnipeg: Portage & Main Press, 2012.

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Anderman, Eric M. Changes in achievement goal orientations after the transition to middle school. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Anderman, Eric M. The effect of personal and school-wide goals on deep processing strategies of at-risk, not at-risk and special education students. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1992.

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Yi, Hye-yŏng. Haksaeng ŭi hakkyo pujŏgŭng chindan kwa taech'aek. Sŏul T'ŭkpyŏlsi: Han'guk Kyoyuk Kaebarwŏn, 2012.

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Gotō, Mitsue. Kaigai de kodomo no gakkō seikatsu ni komaranai hon. Tōkyō: Japan Times, 1997.

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Zhang, Yongqing. Da xue sheng zi zhi de li nian yu shi jian. Kuala Lumpur: Dong fang qi ye you xian gong si, 2005.

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Spooner, Kevin. Learning to learn: Making the transition to university. Peterborough, Ont: Academic Skills Centre, Trent University, 2003.

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Book chapters on the topic "Student adjustment"

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Rust, Keith, Sheila Krawchuk, and Christian Monseur. "PISA Student Nonresponse Adjustment Procedures." In Research on PISA, 87–102. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4458-5_6.

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Karadağ, Engin. "The Effect of Social Adjustment on Student Achievement." In The Factors Effecting Student Achievement, 259–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_16.

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Sercombe, Peter, and Tony Young. "Student Adjustment: Diversity and Uniformity of Experience." In Transcultural Interaction and Linguistic Diversity in Higher Education, 34–55. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137397478_3.

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O’Shea, Sarah, Josephine May, Cathy Stone, and Janine Delahunty. "What Am I Waiting for?" In First-in-Family Students, University Experience and Family Life, 95–120. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34451-0_4.

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AbstractEntering formal university study as the first person in one’s immediate family to do so is inevitably a major challenge. This chapter discusses some of the key factors that influenced the first-in-family (FiF) students who participated in Study B (as discussed in Chap. 1) to make the decision to undertake formal study at university level. It also examines the process of adjustment for these students and others around them to their new role as students. In the process of becoming a university student and identifying themselves as such, there were significant personal changes and transformations that emerged for these students. These are explored, along with the role that the institution can play in helping to transition the student into this new environment and in continuing to support the student’s journey.
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Kargoll, Boris, Mohammad Omidalizarandi, and Hamza Alkhatib. "Adjustment of Gauss-Helmert Models with Autoregressive and Student Errors." In IX Hotine-Marussi Symposium on Mathematical Geodesy, 79–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/1345_2019_82.

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Collier, Peter J. "What are the Important Adjustment Issues College Students Must Address to Persistat College and Complete Their Degrees?" In Developing Effective Student Peer Mentoring Programs, 43–67. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444145-5.

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Beesley, Paula, and Anna Walkden. "Supporting a social work student with a complex reasonable adjustment plan." In The Routledge International Handbook of Social Work Teaching, 548–56. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003422402-40.

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Collier, Peter J. "How Can Peer Mentoring Help College Students Address Specific Adjustment Issues and Have a Positiveimpact on Persistence and Degree Completion?" In Developing Effective Student Peer Mentoring Programs, 68–88. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444145-6.

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Mawarizka, Hanifa Timur, and Rr Siti Suminarti Fasikhah. "Training for peer counseling to overcome student adjustment problems at Gondanglegi Islamic Boarding School." In Families Mental Health and Challenges in the 21st Century, 83–89. London: Routledge, 2023. http://dx.doi.org/10.1201/9781003402381-11.

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Thompson, Elisabeth Morgan, Katerina O. Sinclair, Riki Wilchins, and Stephen T. Russell. "It’s How You Look or What You Like: Gender Harassment at School and Its Association with Student Adjustment." In Contemporary Debates in the Sociology of Education, 149–67. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137269881_9.

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Conference papers on the topic "Student adjustment"

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Truta, Camelia, Ana-Maria Cazan, Maria Magdalena Stan, and Catalin Ioan Maican. "STUDENT MOTIVATIONS FOR ATTENDING UNIVERSITY AND ACADEMIC ADJUSTMENT IN FIRST-YEAR UNIVERSITY STUDENTS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0229.

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Nur‘aini, Nur‘aini, Utami Putri, and Miswanto Miswanto. "Overview of Minority Student Adjustment at Universitas Negeri Medan." In Proceedings of the 3rd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR 2021, December 21st, 2021, Medan, North Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.21-12-2021.2317254.

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Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, Michael Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

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This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.
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Vieriu, Aniellamihaela. "PROBLEMATICS OF THE EMIGRANTS' ACCOMODATION IN A NEW EDUCATIONAL CONTEXT. THE PERSPECTIVE OF TEACHERS." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-249.

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This research has focused on the adjustment of Romanian migrant pupils learning in host country schools. The research group was composed of 72 subjects, teachers within the Romanian Language Institute within the Ministry of National Education, teachers teaching the course on "Romanian language, culture and civilization" to Romanian migrant pupils in Italy, Spain and Belgium. Pupils' adjustment was investigated by means of a questionnaire applied to the teachers, consisting of four subscales: linguistic adaptation, cultural adaptation, school adjustment and teacher-student relationship. Results indicate that while migrant pupils have a satisfactory level of educational and linguistic adjustment, the social adjustment is less satisfactory. We obtained correlations between linguistic adaptation and teacher-student relationship, linguistic adaptation and social adaptation, linguistic adaptation and school adjustment, school adjustment and social adaptation, social adaptation and teacher-student relationship, school adjustment and teacher-student relationship. We also obtained correlations between school adjustment and teacher-student relationship and between the number of years that Romanian migrant pupils spent in the host country and linguistic adaptation. This study is a part of a larger research in which the empirical studies are interrelated. The first one investigates the adaptation of Romanian migrant pupils to the schools abroad, through the teachers in the respective schools. The second study researches several dimensions of the Pupils' effective real, situational adaptation to a new educational context. Whereas the former study highlights the Teachers' perceptions, the latter holds a diagnostic value. This research resulted in a corpus of useful knowledge, most of which confirm the validity of the initial hypotheses and may become a supporting material for all the players involved in the proposed issue - pupils, their parents, teachers, and the school in the host-country. The study can be an amply x-ray of the concerned phenomenon, a necessary example of "stage of art" in the field, useful to both decision-makers, and practitioners.
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Zhu, X., Y. Yang, and H. Liu. "Cell-based wideband variable-gain amplifier with accurate gain adjustment in 65 nm CMOS technology." In 2016 IEEE International Workshop on Electromagnetics: Applications and Student Innovation Competition (iWEM). IEEE, 2016. http://dx.doi.org/10.1109/iwem.2016.7505028.

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Vieriu, Aniellamihaela. "PROBLEMATICS OF THE EMIGRANTS' ACCOMMODATION IN A NEW EDUCATIONAL CONTEXT. COMPARATIVE ANALYSIS BETWEEN THE PERSPECTIVE OF TEACHERS AND THE PERSPECTIVE OF PUPILS." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-131.

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The present study focuses on a comparative analysis between the perspective of teachers and the perspective of pupils' regarding the problematics of the emigrants' accommodation in a new educational context. The sample included a total of 102 Romanian migrant pupils, 40 male and 62 female pupils, between the age of 11 and 18, and 72 teachers within the Romanian Language Institute within the Ministry of National Education, teachers teaching the course on "Romanian language, culture and civilization" to migrant pupils in Italy, Spain, and Belgium. The pupils' adjustment was investigated by means of a questionnaire consisting of four subscales: linguistic adaptation, cultural adaptation, school adjustment and teacher-pupil relationship. The same questionnaire was applied both to the pupils and teachers. The findings confirm that, while Romanian migrant pupils have a satisfactory level of educational and linguistic adjustment, the social adjustment is less satisfactory. We also obtained a correlation between linguistic adaptation and school adjustment, linguistic adaptation and social adaptation, linguistic adaptation and teacher-student relationship, school adjustment and social adaptation, school adjustment and teacher-student relationship, social adaptation and teacher-student relationship. This comparative analysis was realized as a result of a larger research in which the empirical studies are interrelated. The first one investigates the adaptation of Romanian migrant pupils to the school abroad, through the teachers in the respective schools. The second study researches several dimensions of the Pupils' effective, real, situational adaption to a new educational context. This research resulted in a corpus of useful knowledge, most of which confirm the validity of the initial hypotheses and may become a supporting material for all the players involved in the proposed issue - pupils, their parents, teachers, and the school in the host-country.
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Idika, Delight, and Evelyn Orji. "ADJUSTMENT TO GOOD STUDY HABITS, MEMORY STRATEGY AND EVALUATION OF TEACHER STUDENT OUTCOME." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2130.

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Yeong, Haoyee, Francis Iloeje, Eli Kindomba, Sunday Folorunso, Yafeng Li, and Jing Zhang. "Design, Modeling, and Fabrication of a Ventilator Prototype - A Successful Student Project Story." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-72492.

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Abstract In this work, we use a group project approach for a group of undergraduate students to design and develop a mechanical ventilator, in response to the COVID-19 pandemic. A student group project composed of a team of undergraduate students has successfully designed and fabricated a mechanical bag valve mask (BVM) ventilator prototype. It is lightweight with a single controller is driven, capable of volume adjustment, inexpensive, open-source, and designed for ease of fabrication, installation, and operation by the average user. The ventilator prototype also consists of 3D printed components and stored bought hardware. A finite element model was developed to analyze the deformation of the bag valve mask. Finally, the ventilator system is fully tested functioning properly.
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Bernardi, Giulia, Domenico Brunetto, and Gaia Turconi. "The secondary-tertiary transition in mathematics: insight through personal journals in a math class." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17200.

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This study delves into the transition from secondary to tertiary mathematics education, a pivotal moment impacting cognitive, social, and cultural domains. Through personal journal analysis and using the theoretical framework of the “rite of passage”, it investigates the experiences of first-year Architecture students at Politecnico di Milano. Text analysis confirms five prevalent themes described in the literature: instrumental/relational mathematics, structural differences between university and high school, adjustment process of self-regulation strategies, the development of a new identity as mathematicians, and social integration with peers. This research contributes to ongoing efforts in mathematics education, aiming to improve the overall transition experience and academic success of tertiary education students. In particular, the study sheds light on the complexities involved and shows as the journal practice can provide a deeper understanding of student challenges, perceptions, and adjustment processes.
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Kiyoda, Shintaro, Mariko Saitoh, Takaki Kurashige, Yuta Miyataki, and Tadahiko Maeda. "Automatic composition design software with conductivity adjustment for human body-equivalent phantoms from 300 to 1000 MHz." In 2016 IEEE International Workshop on Electromagnetics: Applications and Student Innovation Competition (iWEM). IEEE, 2016. http://dx.doi.org/10.1109/iwem.2016.7504929.

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Reports on the topic "Student adjustment"

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Zeisman, Gabrielle. First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological Factors. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.619.

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Nguyen, Yen D. H., Andrea Insch, and Damien Mather. Exploring Students’ Lived Experiences and Wellbeing at a New Zealand University: Perspectives of International Exchange Students. Journal of the Australian and New Zealand Student Services Association, February 2023. http://dx.doi.org/10.30688/janzssa.2023-1-01.

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This study provides additional insights into the lived experiences of international exchange students in New Zealand. It contributes to the literature on international higher education by proposing an expanded framework of the relationship between students’ lived experiences and wellbeing. The findings make an essential contribution to students’ wellbeing in international higher education by generating a thematic framework that describes how positive and negative experiences enhance international exchange students’ wellbeing. The negative and positive experiences in the framework comprise five sub-themes: “Psychological adjustment”, “Local differences”, “Being with nature”, “Interpersonal relationships”, and “Experiencing new”. Findings from the research highlight that university policymakers and managers of international student support services should conceive an exchange program as a psychological process to enhance international exchange students’ wellbeing, rather than a strictly functional process to achieve educational outcomes.
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Hu, Terry. Adjustment Problems of Chinese College Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1722.

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Gonzalez, Patricia. Intercultural adjustment problems of Costa Rican students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5938.

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Wang, Changhua. Friendship Patterns of Chinese Students and Their Adjustment in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1363.

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McNulty, Kristy. Adjustment to College among Lower Division Students with Disabilities: An Exploratory Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1652.

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Elacqua, Gregory, Anne Sofie Westh Olsen, and Santiago Velez-Ferro. Open configuration options The Market Design Approach to Teacher Assignment: Evidence from Ecuador. Inter-American Development Bank, September 2021. http://dx.doi.org/10.18235/0003824.

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We study the advantages, trade-offs, and challenges of employing a centralized rule to determine the allocation of teachers to schools. Data come from the centralized teacher assignment program in Ecuador, "Quiero ser Maestro," conducted by the Ministry of Education. Notably, in 2019 the program transitioned from a priority based algorithm to a strategy proof mechanism, similar to the change introduced in Boston in 2005 to assign students to schools. Using the reported preferences, we conduct a counterfactual analysis and nd substantive evidence that the adjustment in algorithm resulted in greater efficiency for the school system. However, in contrast to the Boston case, we nd the benefits stem from increasing the competition for positions among teachers, rather than by the introduction of a strategy-proof mechanism.
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Wandeler, Christian, and Steve Hart. The Central Valley Transportation Challenge. Mineta Transportation Institute, December 2022. http://dx.doi.org/10.31979/mti.2022.2029.

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The Central Valley Transportation Challenge provides underserved minority students, who are primarily from rural areas, with high quality transportation-related educational experiences so that they learn about transportation-related topics and opportunities in transportation careers. The CVTC is a project-based learning program that brings university faculty and students to K–12 classrooms in rural areas. The project operated with three main objectives: (1) support K–12 teachers’ understanding and implementation of the CVTC programs; (2) connect K–12 students with university faculty and students, and transportation professionals through the CVTC program; and (3) develop an online hub with transportation-related lesson plans and sequences. The results of this study are reported as five case studies and a description of the online hub. The case studies illustrate how different pedagogical approaches and uses of technology were implemented and how the project connections between the schools, community members and professionals from transportation-related fields were developed. In addition, to support the sustainability of transportation-related learning across subsequent years, the research team created an online transportation resource repository. This hub was populated with lessons and units developed by pedagogical and content experts. The lessons cover the grades K–12 and range from brief lessons to very engaging and holistic two-week-long lesson sequences. The CVTC has proven to be a highly flexible and adaptive model due to the use of technology and the teachers’ experience and pedagogical expertise. The timing of the program during the COVID-19 pandemic also provided the students that were learning from home with an engaging learning experience and some relief for teachers who were already dealing with a lot of adjustments. In that sense, the program reached traditionally underserved students, but did so in a critical time where these students faced even more obstacles.
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Baughman, Sue, Ava Brillat, Gordon Daines, Greg Davis, Stephanie JH McReynolds, Margaret Roller, and Kevin Borden. Building a Community of Assessment: Final Report of the Research Library Impact Framework Pilot Initiative. Association of Research Libraries, March 2023. http://dx.doi.org/10.29242/report.rlif2023.

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The Association of Research Libraries (ARL) Research Library Impact Framework (RLIF) pilot initiative, established in 2019, has released its final report, Building a Community of Assessment. The report details the research projects, findings, and lessons learned conducted under the pilot phase of this framework. It also includes information about the framework itself as a means to explore and learn about research library impacts. Finally, the report identifies next steps and potential considerations for any future implementation. The RLIF provides a structure to examine library services, operations, impact, and alignment with institutional mission and goals across four critical areas: Research and Scholarly Life Cycle; Teaching, Learning, and Student Success; Collections; and Physical Space. The full framework includes 185 potential research questions across these critical areas. However, the framework is also meant to be flexible and modular, allowing for modifications and adjustments based on salient issues facing research libraries. In this way, the framework serves as a tool to organize and prioritize research efforts.
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Chegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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