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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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BOMBAYWALA, MISS N. K. "ADJUSTMENT AND THE STUDENT NURSE." Nursing Journal of India LXXXI, no. 01 (1990): 25. http://dx.doi.org/10.48029/nji.1990.lxxxi106.
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Mitasari, Zuni, and Yuswa Istikomayanti. "Hubungan Antara Culture Shock Dengan Hasil Belajar Mahasiswa Tahun Pertama." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, no. 2 (March 17, 2019): 105. http://dx.doi.org/10.26858/jpkk.v4i2.4316.
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Adjustment to the new environment occurs both internally and externally, so students who can make adjustments gradually will be able to avoid the impact of psychological culture shock. The purpose of this research is to analyze the relationship of culture shock and adjustment to the first year student learning outcomes at Tribhuwana Tunggadewi University. This type of research is quantitative descriptive research with correlational study to determine whether there is a relationship between culture shock and student learning outcomes. Instrument of research data used is questionnaire to test culture shock with four likert scale answer option. Statistical test data obtained r = -0,217 and probability value (Sig. 2-tailed) = 0,054. The conclusion, negative correlation with probability value >0,05 then there is no relation between culture shock with student learning outcomes.
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Violita, Rani, and Dina Sukma. "Correlation Between Learning Motivation And Student Self-Adjustment." Jurnal Neo Konseling 3, no. 2 (February 7, 2021): 47. http://dx.doi.org/10.24036/00419kons2021.
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This research is motivated by a phenomenon that exists in junior high schools. The phenomenon that occurs is in the form of difficulty in understanding the material due to differences in the different learning processes between elementary and junior high schools. This transitional period affects student learning motivation. therefore, students are required to be able to adapt to the new environment in order to be able to achieve good learning outcomes and optimal self-development. This study aims to describe learning motivation, describe student adjustment and examine the relationship between learning motivation and student adjustment.The research method used is descriptive and correlational approaches. The population of this study were students of class VIII at SMP Negeri 38 Padang, totaling 216 students. The number of samples in this study was 153 students. Sampling using Simple Random Sampling technique. Data were analyzed using descriptive analysis techniques and correlational analysis, testing the research hypothesis using the Pearson Product Moment correlation formula. The results showed that: (1) students' learning motivation was in the high category, (2) students' adjustment was in the high category, (3) there was a significant positive relationship between learning motivation and students' adjustment with a correlation of 0.859 with a very strong category at significance level of 0.000. Thus the counseling teacher can maintain and improve student learning motivation and student adjustment by using guidance and counseling services for students.
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Hook, Richard J. "Students' Anti-Intellectual Attitudes and Adjustment to College." Psychological Reports 94, no. 3 (June 2004): 909–14. http://dx.doi.org/10.2466/pr0.94.3.909-914.
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Correlations between scores on the Student Anti-intellectualism Scale and scores on the Student Adaptation to College Questionnaire were examined for a sample of 84 college students. Significant negative correlations were found between students' anti-intellectual attitudes and their Full Scale, Academic Adjustment, and Institutional Attachment scores but no correlation between anti-intellectual attitudes and the Social Adjustment and Personal-emotional Adjustment scores.
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Geyer, Paul D. "Defining and measuring student adjustment-seeking behavior." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 414–23. http://dx.doi.org/10.1108/jarhe-04-2015-0030.
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Purpose The purpose of this paper is to describe and define the concept of student adjustment-seeking behavior, differentiating it from the related behaviors of compliance-seeking, and help-seeking. Design/methodology/approach Based on a survey of college students, documentation is provided as to the frequency of occurrence of student adjustment-seeking behavior. Also presented is empirical, albeit exploratory, evidence of a statistically significant correlation between self-reports of prior adjustment-seeking behavior, and adjustment-seeking likelihood. Findings In support of the study hypothesis, a moderately high, bivariate correlation was observed between adjustment-seeking likelihood and prior adjustment-seeking behavior. Originality/value Further attention to the topic and measurement of adjustment-seeking behavior would seem to be justified and continued efforts to validate the measure of adjustment-seeking likelihood may be fruitful in efforts to better understand adjustment-seeking behavior. Research recommendations, practical applications, and study limitations are discussed.
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DePalma, Michael-John. "Re-envisioning Religious Discourses as Rhetorical Resources in Composition Teaching: A Pragmatic Response to the Challenge of Belief." College Composition & Communication 63, no. 2 (December 1, 2011): 219–43. http://dx.doi.org/10.58680/ccc201118390.
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In this essay, I offer William James’s notion of pragmatic belief as a framework for re-envisioning religious discourses as rhetorical resources in composition teaching. Adopting a Jamesian pragmatic framework in composition teaching, I argue, entails two pragmatic adjustments to current approaches. The first adjustment concerns the way we think about the relationship between academic discourse and religious discourse. And the second adjustment relates to the stances we adopt when responding to religious students’ texts. Along with outlining these adjustments, I illustrate the ways James’s framework productively informed my response to a faith-based narrative that an evangelical student wrote in one of my first-year writing courses.
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Seema, P. V., and C. H. Padmanabha. "Emotional intelligence and adjustment of B.Ed. student teachers." i-manager’s Journal on Educational Psychology 16, no. 2 (2022): 55. http://dx.doi.org/10.26634/jpsy.16.2.18862.
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Emotional Intelligence and Adjustment are the essential conditions for living a healthy and wealthy life. From birth to death, everyone require healthy adjustments in all aspects of life. Adjustment problems, stress levels and homesickness are all supposed to be reduced for the development of a well-balanced personality. Emotional intelligence was thought to be responsible for reducing adjustment problems, stress levels and homesickness. Emotions play a significant role in influencing and guiding actions. Emotions are often seen as dominating the behavior to the point where everyone have no choice but to behave in accordance with their wishes. Subsequently, emotions are found to be providing a specific direction to behavior. These emotions aid in the development of personality. This study made an effort to find levels of emotional intelligence among science and arts student teachers. The present study consists of 50 samples equally divided into two groups (i.e., science and arts). Emotional intelligence tool used was constructed and standardized by Ankool Hyde, Sanjyot Pethe, and Upinder Dhar, and an adjustment scale was constructed and standardized by Prof. A.K. Sinha and R.P. Sina, for the collection of data. Statistical techniques such as mean, SD, and t-test are used for data analysis. The result reveals that 22% of student teachers have high emotional intelligence, 68% of student teachers have average emotional intelligence, and 10% of student teachers have low emotional intelligence. From the study, it is concluded that there is no significant difference between the Emotional Intelligence scores of Science and Arts student teachers. There is no significant difference between the adjustment scores of science and arts student teachers. There is a significant relationship between emotional intelligence and the adjustment of B.Ed. student teachers at Srinivas University.
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Rifameutia, Tjut, and Elok D. Malay. "IS THE STUDENT ADAPTATION TO COLLEGE QUESTIONNAIRE APPROPRIATE TO MEASURE STUDENTS’ COLLEGE ADJUSTMENT?" Jurnal Psikologi 22, no. 1 (May 30, 2023): 44–56. http://dx.doi.org/10.14710/jp.22.1.44-56.
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College adjustment (CA), or adaptation to college life, has been proven to predict college student achievement and persistence during their college study. Therefore, measuring students’ college adjustment from the first year of study would be fundamental. Indonesia needs a valid and reliable instrument to measure college adjustment accurately. This study investigates the validity and reliability of SACQ (Student Adaptation to College Questionnaire), an adapted version to Bahasa Indonesia. SACQ is a widely used measurement tool for college adjustment developed by Baker and Siryk (1984). This study uses a Confirmatory Factor Analysis to measure the validity and reliability of SACQ as a GPA predictor. The result shows that the Indonesian adaptation version of SACQ is valid and reliable in measuring college students’ adjustment, χ 2 (1, N = 1033) = 1.01, p = .315; RMSEA = .003. The impact of this study is that Indonesia can widely use this instrument to measure the level of college adjustment.
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Newell, Emily M. "International Student–Athlete Adjustment Issues: Advising Recommendations for Effective Transitions." NACADA Journal 35, no. 2 (November 1, 2015): 36–47. http://dx.doi.org/10.12930/nacada-14-015.
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Through an extensive literature review, student–athlete college transition issues as well as concerns of international student-athletes are identified. Research on general student advising, developmental advising, and mentoring literature points to successful tactics for assisting domestic students, international students, and student-athletes through the transition to college life. This review culminates in a table that combines findings from previous studies into a set of suggested practices for academic advisors working with international student-athletes. Advisors can use this research to support international student-athletes during recruitment and throughout their collegiate career.
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O. Cole, Sarah Jean, and Liezel V. Chan. "The Mediating Effect of Understanding Mathematics Classroom Instruction on The Relationship Between Teaching Styles of Teachers and Student Adjustment." International Journal of Research and Scientific Innovation 09, no. 07 (2022): 96–110. http://dx.doi.org/10.51244/ijrsi.2022.9709.
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The study determined the mediating effect of understanding mathematics classroom instruction on the relationship between teachers’ teaching styles and student adjustment among 400 second-year college students in the three components cities of Davao Del Norte, Philippines. A quantitative, non-experimental research design with correlational technique was applied. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using the Sobel z-test. The results revealed that the levels of teaching styles of teachers and student adjustment were high and the level of understanding of mathematics classroom instruction is very high. There was a significant relationship between teaching styles of teachers and student adjustment, teaching styles of teachers and understanding mathematics classroom instruction, and understanding mathematics classroom instruction and student adjustment. Furthermore, the result of the medgraph using Sobel z-test of understanding mathematics classroom instruction on the relationship between teaching styles of teachers and student adjustment was significant but partial. Nevertheless, understanding mathematics classroom instruction aided teachers to adapt their teaching styles to help students adjust in a mathematics classroom.
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Tahulending, Peggy, Defitaria Panggabean, Riris Jatining Panglipur, Suge Tertia Orlen Zeva, and Kusman Sudarja. "Adaptasi Mahasiswa Keperawatan Angkatan 2020 Di Salah Satu Universitas Swasta Indonesia Bagian Barat." Jurnal Keperawatan Malang (JKM) 8, no. 1 (June 28, 2023): 283–89. http://dx.doi.org/10.36916/jkm.v8i1.202.
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Background: Adaptation is important for adjustment to change. A student who is pursuing education needs the ability to cope with the changes that occur. Students' inability to adapt has an impact on academic, social adjustment, personal-emotional adjustment, and institutional attachment. Purpose: To describe the adaptation nursing student class of 2020 at one of the Western Indonesian Private Universities. Methods: This study uses a quantitative descriptive method with a cross sectional approach. Population in this study 231 students. Instruments used adapted from the Student Adjustment to College Questionnaire (SACQ). The data analysis technique used is univariate analysis with conducting data from January to April 2022. Results: adaptation of nursing students class of 2020 in college at one of the western Indonesian private universities shows that 147 students obtained moderate results on the four subscales, first academic adjustment (66.7%), social adjustment (81%), personal-emotional adjustment (68%), and institutional attachment (57.8%). Students' Academic Adjustment abilities showed the highest percentage (19.7%) among others subscale and Institutional Attachment abilities showed the lowest percentage (29.3%). Conclusion: Students have a fairly good adaptation in adapting to the four subscales, but some students are still in the low category who show difficulties in adapting so it is necessary to form a special basic training program that discusses how to adapt appropriately in the university environment.
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Devi, Syamatha Puspa, and Dinie Ratri Desiningrum. "HUBUNGAN ANTARA KECERDASAN EMOSIONAL DAN PENYESUAIAN SOSIAL PADA MAHASISWA D III ALIH PROGRAM PKN STAN." Jurnal EMPATI 6, no. 4 (March 26, 2018): 169–73. http://dx.doi.org/10.14710/empati.2017.20025.
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Every human being undergoes a transition to his new environment. When they become students, they will move from school to school or work to school, which requires social skills. This study aims to determine the relationship between emotional and social adjustment of the first year Diploma III transform program student PKN STAN. The subject of this research is the third student of the first year Diploma III transform program student PKN STAN. The sample used 145 students with cluster sampling technique. The measuring instrument used is the emotional intelligence scale (33 valid items, with α = .85) and Social Adjustment Scale (45 valid items, with α = .92) that have been tested in 110 of the first year Diploma III transform program student PKN STAN. The simple regression coefficient between emotional intelligence and social adjustment is 0.83 with p = 0,000 (p <.001). These results indicate the hypothesis proposed by the Researcher, that there is a positive relationship between emotional intelligence and social adjustment of the first year Diploma III transform program student PKN STAN is acceptable. Value of the coefficient of determination of .70 means that emotional intelligence has an effective contribution of 70% in improving student social adjustment, while the remaining 30% is determined by other factors not measured in this study. Suggestions for future researchers to examine other factors of social adjustment.
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Ahmad, Mushtaq, Asghar Ali, and Saifullah Khan. "Students’ Socio-Economic Status and Academic Adjustment in University of Sargodha." Global Regional Review II, no. I (December 30, 2017): 330–42. http://dx.doi.org/10.31703/grr.2017(ii-i).23.
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The study was about the influence of socioeconomic status on academic adjustments of undergraduate students. The study was a cross-sectional survey. The population was all the undergraduates enrolled in the university of Sargodha. Using a multistage random sampling sample of 550 students was selected. A modified scale ‘Socio-economic status surveys for students’ from Student to College Questionnaire (SACQ), were used and on the bases of pilot testing showing reliability coefficient Cronbach Alpha values 0.90 and 0.71respectively. Data were analyzed by calculating frequencies, percentages and mean score, t-test and one-way ANOVA. The major findings were that the majority of students had moderate academic adjustment; no significant difference was found in academic adjustment with respect to their SES. It is recommended that students’ may be provided with the opportunities of group projects and counseling and guidance to gain a high level of academic adjustment.
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Sonber, Basant Kumar, and Rakhi Dewangan. "A Comparative study of adjustment betweenv Urban and Rural Students." Mind and Society 9, no. 03-04 (March 2, 2020): 10–13. http://dx.doi.org/10.56011/mind-mri-93-4-20211.
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The present study is designed to explore whether a significant difference between the adjustment ability in students living in rural and urban sessions. It is hypothesized that there would be found no significant differences between both the particular arias.To conduct the present study tow higher secondary government schools situated in different resident area were selected from Rajnandgaon district of Chhattisgarh state. The first resident area was rural and second was urban. 20-20 students of both the schools were taken randomly. All students of both the schools were boys and studding in the same standard class 10th. Adjustment test of AKP Sinha and AP Singh is used as a tool to assess the adjustment ability of the students. Data was analyzed to use the t- test between the mean adjustment score of rural and urban students. Finding of this study shows that there is a significant difference between adjustment ability of urban and rural resident student. Urban student were found more able to adjust themselves than rural student.
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Maimunah, Siti, Syaiful Akhyar Lubis, and Suryani Hardjo. "Hubungan Antara Keharmonisan Keluarga dan Konformitas Teman Sebaya dengan Penyesuaian Diri Siswa di MTs Yayasan Pendidikan Agama Islam - Badan Koordinasi Agama Islam (YAPI-BKAI) Sei Karang Galang." Journal of Education, Humaniora and Social Sciences (JEHSS) 5, no. 3 (February 28, 2023): 2120–28. http://dx.doi.org/10.34007/jehss.v5i3.1555.
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This study aims to look at the relationship between family harmony and peer conformity with students' self-adjustment. The hypothesis put forward: there is a positive relationship between family harmony and peer conformity with student self-adjustment at MTs YAPI Sei Karang Galang. This means that the higher the family harmony and peer conformity, the better the student's self-adjustment. The population in this study were all students of MTs YAPI-BKAI Sei Karang Galang, totaling 345 students and the research sample was students of class VII MTs, totaling 160 students. The data collection method uses a quantitative method with a Likert scale, namely the family harmony scale, peer conformity scale and self-adjustment scale. The results of the analysis using multiple linear regression analysis method, it is known that there is a significant positive relationship between family harmony and peer conformity with students' self-adjustment seen from the value of the determinant coefficient (Rxy) = 0.631 with p = 0.000 <0.050. The contribution made by the variables of family harmony and peer conformity to student self-adjustment is R2 = 0.398. This means that the relationship between family harmony and peer conformity contributes to student self-adjustment by 39.8%. The remaining 60.2% is the influence of other factors. The class VII students of MTs YAPI Sei Karang Galang turned out to have moderate family harmony, peer conformity was in the medium category, while in terms of self-adjustment it was classified in the low category.
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Ridinger, Lynn L., and Donna L. Pastore. "International Student-Athlete Adjustment to College: A Preliminary Analysis." NACADA Journal 20, no. 1 (March 1, 2000): 33–41. http://dx.doi.org/10.12930/0271-9517-20.1.33.
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This preliminary investigation was undertaken to determine how well international student–athletes adjusted to college relative to their domestic teammates and the general student body. The results revealed that international student-athletes were significantly more well-adjusted to college than international nonathletes. International student–athletes adjusted to college as well as students and student–athletes from the United States. Results should be interpreted with caution due to the small sample size. The effects of gender and ethnicity on adjustment to college were also examined.
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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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Endah Kusumaningrum, Yuris Indria Persada. "ANALISIS PERKEMBANGAN KEMANDIRIAN TERHADAP KEMAMPUAN PENYESUAIAN DIRI SISWA KELAS I DAN KELAS V." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 7, no. 02 (December 31, 2021): 393–401. http://dx.doi.org/10.36989/didaktik.v7i02.190.
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The Effect of Independence Development to Self-Adjustment Abilities of 1st Grade and 5th Grade Students. The development of independence and adaptation ability is an important thing and must be passed by every student’s development. In this study, research was conducted on 5th grade students and 1st grade student. The result is the 5th grade student had better development of independence and self-adjustment abilities than 1st grade student.
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Wahyuli, Wilma Sil, Evelyn Etenia Azyel, and Muhammad Ikhsan. "Psychological Problems Of Social Adjustment In Grade 2 Children At Sd N 37 Pagambiran." TOFEDU: The Future of Education Journal 3, no. 1 (February 27, 2024): 625–30. http://dx.doi.org/10.61445/tofedu.v3i1.79.
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This research is motivated by the difficulty of social adjustment for students. This social adjustment shows that some students find it difficult to understand the lesson, so in this study it can be formulated how teachers and students interact in the classroom. The purpose of this study was to implement the influence of teacher motivation, students' self-confidence in social adjustment in the classroom. This study uses a qualitative method. Data was collected using questionnaires and interviews. Respondents in this study amounted to 4 people. While the qualitative analysis is taken from the interpretation of the data by providing information and explanations. The results showed that student motivation, teacher motivation, and student attitudes with classmates in social adjustment in the classroom. The motivation of other students also has a higher effect on the social adjustment of students with problems
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Cao, Liu. "Association between Negative Life Events on Mental Health and College Student Adjustment: A Mediated Moderating Effect." Journal of Healthcare Engineering 2021 (December 20, 2021): 1–7. http://dx.doi.org/10.1155/2021/4457222.
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Objective: To explore the association between negative life events and college student adjustment and to explore the mediating and moderating effects of social support and grade level in the relationship between the two. Methods. The research was conducted with 1717 college students using the Adolescent Self-Rating Life Events Checklist (ASLEC), China College Student Adjustment Scale (CCSAS), and the Social Support Rating Scale (SSRS). Results. (1) Negative life events were significantly negative in correlation with adjustment and social support (r = −0.373, −0.174, Ps < 0.001), while social support was significantly positive in correlation with adjustment (r = 0.359, P < 0.001 ). (2) The main effects of negative life events, social support, and grade on adjustment were significant (effect = −0.190, P < 0.001 , 95% CI [−0.288∼−0.092]; effect = 0.307, P < 0.001 , 95% CI [0.265∼0.348]; effect = 0.163, P < 0.001 , 95% CI [0.126∼0.200]). (3) In the relationship between negative life events and adjustment, social support played a mediating role (effect = −0.054, 95% CI [−0.071∼−0.037]) and grade level played a moderating role (effect = −0.049, P = 0.009 , 95% CI [−0.085∼−0.012]). Conclusion. Negative life events, social support, and grade level affected college student adjustment, and social support networks for college students should be actively constructed and targeted education should be conducted according to different grade levels, which can promote college student adjustment.
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Beeler, Kent D. "Graduate Student Adjustment to Academic Life." NASPA Journal 28, no. 2 (January 1, 1991): 163–71. http://dx.doi.org/10.1080/00220973.1991.11072201.
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Marta I. Krajniak. "Factors Impacting Minority Student College Adjustment." Graduate Student Journal of Psychology 16 (January 1, 2015): 86–99. http://dx.doi.org/10.52214/gsjp.v16i.10902.
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Sinha, Vinita Kumari. "A Study of Emotional Maturity and Adjustment of College Student." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 594–95. http://dx.doi.org/10.15373/2249555x/may2014/187.
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Scott, Hannah, and Elizabeth Donovan. "Student Adaptation to College Survey: The Role of Self-Compassion in College Adjustment." Psi Chi Journal of Psychological Research 26, no. 2 (2021): 101–12. http://dx.doi.org/10.24839/2325-7342.jn26.2.101.
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The transition from high school to college can be a difficult adjustment for many students. Self-compassion, however, has been found to be associated with a range of positive psychosocial outcomes, and may also be associated with college adjustment. The goal of the present study was to examine the relationship between self-compassion and overall college adjustment. Fifty-seven female college students (M = 19.20 years, SD = 1.05) recruited from psychology classes participated in the study. Students completed the Self-Compassion Scale and Student Adaptation to College Questionnaire and responded to open-ended questions about their adjustment to college. Pearson’s correlations revealed significant linear associations between total self-compassion and overall college adjustment, r(57) = .28, p = .04, and between various subscales of self-compassion and college adjustment. Multiple regression analysis found that first-generation and commuter student status significantly predicted mindfulness, measured as a component of self-compassion, F(3, 52) = 3.47, p = .02, R2 = .17. Finally, hierarchical regression analysis indicated that, after controlling for student group status, higher levels of self-compassion were significantly associated with higher college adjustment scores, F(4,51) = 3.18, p = .02, R2 = .20. Analysis of the open-ended questions revealed 3 overarching themes regarding students’ beliefs about college adjustment: (a) the importance of friends, (b) the importance of parental support, and (c) the importance of self-kindness. Overall, this study contributed to the understanding of college adjustment by looking at the role of self-compassion. Preliminary considerations for interventions and resources aimed at promoting self-compassion and improving college adjustment are discussed.
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Brunsting, Nelson, Shinji Katsumoto, Hyunju Lee, and W. Patrick Bingham. "Differential Adjustment Outcomes of International Students at U.S. Universities." Journal of International Students 14, no. 3 (April 21, 2024): 448–67. http://dx.doi.org/10.32674/jis.v14i3.4798.
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We present a methodological example of an initial use of critical quantitative analysis (CritQuant) in international education research focused on international students to explore differences in social-emotional experiences intersectionally. Drawing on a sample of 558 international students attending 14 colleges and universities in the United States, we examined students' belonging, social support, academic stress and confidence, COVID-19 related stress, and social integration by students' gender, graduate level, and region of origin as well as by combinations of gender, graduate level, and region of origin. Key findings include that graduate and undergraduate female students as well as graduate male students reported better social-emotional experiences compared with undergraduate male students and that students' region of origin accounted for a range of differences in student outcomes. Findings are discussed in relation to the current literature and with respect to opportunities in the field of international student engagement and global student mobility.
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Kontur, Syanet, Patricia V. J. Runtu, and Nicky Kurnia Tumalun. "PENGARUH KREATIVITAS DAN PENYESUAIAN DIRI SISWA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 4, no. 1 (April 30, 2023): 652–64. http://dx.doi.org/10.46306/lb.v4i1.312.
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This study aims to determine the effect of creativity and self-adjustment of students on mathematics learning outcomes. The method in this study is a survey method. This research was conducted at SMP Negeri 2 Tondano in the even semester of the 2022/2023 academic year. The population in this study were all students of class VII from four classes with a total of 106 students. The sample in this study amounted to 68 students of class VII. Data collection techniques using a questionnaire. The variables of student creativity and adjustment were revealed by means of a questionnaire, and the results of learning mathematics were obtained from the grade VII student report cards for the even semester of the 2022/2023 academic year at SMP Negeri 2 Tondano. In this study Multiple Linear Regression Analysis is used to test the hypothesis. The results of the hypothesis test showed that creativity and self-adjustment of students had a positive effect on student learning outcomes of 47.3%. Based on the results of this study, it can be concluded that creativity and self-adjustment of students have a positive effect on student learning outcomes
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Sari, Desi Puspita, Syahniar Syahniar, and Yeni Karneli. "The level of social adjustment of students to the school environment in preventing brawls." International Journal of Applied Counseling and Social Sciences 1, no. 2 (February 4, 2020): 8–15. http://dx.doi.org/10.24036/005338ijaccs.
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One of the tasks of development in adolescents is social adjustment to the environment which is the school environment. Frequently, adolescents have problems in making social adjustments because this is one of the difficult tasks of adolescent development. If this condition is left, the teen will experience problems. Based on the existing phenomena, there are still students who have not been able to make social adjustments to the school environment so that such things can make students do deviant behavior like brawls. Fighting itself is a fight between groups. The population in this research was the student of SMK Negeri Padang which 140 students were chosen as the sample of the research. The sampling technique used was a purposive random sampling, and the data collection tools used the Social Adjustment Scale (SPS). The data were analyzed by using descriptive statistical methods with data processing using SPSS version 22. The results revealed that social adjustments in brawl prevention were classified as low (50.7%). Then, in the average, there was 38.6%, and in the high category, there was 10.7 %. Based on the results obtained, a follow-up can be carried out by making a guide to improve students' social adjustment to the school environment in preventing brawl.
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Lestarina, Ni Nyoman Wahyu, and Dwi Purwantini. "Gambaran Proses Adaptasi Mahasiswa Baru STIKES di Surabaya." MAHESA : Malahayati Health Student Journal 3, no. 3 (May 16, 2023): 761–69. http://dx.doi.org/10.33024/mahesa.v3i3.9971.
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ABSTRACT New students are faced with different situations when entering lectures at tertiary institutions. This makes the adaptation process for new students more difficult. At the time of entering college, new students are faced with being able to improve their ability to adapt and be able to adapt to the environment in college. Good adaptation helps students to cope with educational and academic demands.This study’s aim is to see an overview of adaptation in tertiary institutions, especially for new students. The research design used is descriptive. The population of this study was new STIKES students in Surabaya with a total sample of 68 people who were taken by purposive sampling technique. The measuring tool used is the Student Adaptation College Questionnaire (SACQ). The research was conducted in February 2022. The research results obtained from the four aspects of student adaptation found that 54.4% had low academic adjustment aspects, 63.2% had low social adjustment aspects, 63.2% had high personal-emotional adjustment aspects, and 54.4% had low institutional attachment aspects. New STIKES students in Surabaya have low scores on the aspects of academic adjustment, social adjustment, and institutional adjustment. There needs to be intensive guidance for new students through a mentoring program by both supervisors and student organizations. Keywords: Adaptation, New Student ABSTRAK Mahasiswa baru dihadapkan pada situasi yang berbeda saat memasuki perkuliahan di perguruan tinggi. Hal ini membuat membuat proses adaptasi mahasiswa baru menjadi lebih sulit. Pada saat memasuki perguruan tinggi, mahasiswa baru dihadapkan untuk dapat meningkatkan kemampuan dalam penyesuaian diri dan mampu beradaptasi dengan lingkungan di perguruan tinggi. Adaptasi yang baik membantu mahasiswa untuk mengatasi tuntutan pendidikan dan akademik. Tujuan penelitian ini adalah untuk melihat gambaran adaptasi di perguruan tinggi terutama bagi mahasiswa baru. Desain penelitian yang digunakan adalah deskriptif. Populasi penelitian ini adalah mahasiswa baru STIKES di Surabaya dengan jumlah sampel 68 orang yang diambil dengan teknik sampling purposive sampling. Alat ukur yang digunakan adalah Student Adaptation College Questionnaire (SACQ). Penelitian dilakukan pada bulan Februari 2022. Hasil penelitian didapatkan dari keempat aspek pada adaptasi mahasiswa didapatkan bahwa 54,4% mahasiswa memiliki aspek academic adjustment yang rendah, 63,2% mahasiswa memiliki aspek social adjustment yang rendah, 63,2% mahasiswa memiliki aspek personal- emotional adjustment tinggi dan 54,4% mahasiswa memiliki aspek institutional attachment yang rendah. Mahasiswa baru STIKES di Surabaya memiliki nilai rendah pada aspek academic adjustment, social adjustment dan institutional adjustment. Perlu adanya bimbingan intensif pada mahasiswa baru melalui program bimbingan baik oleh dosen pembimbing maupun organisasi mahasiswa. Kata Kunci: Adaptasi, Mahasiswa Baru
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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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ELY, NUR MARWAH ELY. "Parents' Social Support And Adjustment To Students' Learning Motivation In Junior High School Country 18 Central Maluku." IJIP : Indonesian Journal of Islamic Psychology 5, no. 2 (December 26, 2023): 110–33. http://dx.doi.org/10.18326/ijip.v5i2.272.
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The decrease in learning motivation was caused by students not being consistent in studying at home, besides that students paid less attention to the teacher's explanations because students did not understand the material presented by the teacher which was caused by inadequate internet network access, lazy doing assignments and delaying in submitting assignments.The purpose of this study was to test empirically the relationship between parental social support and adjustment to student learning motivation at SMP Negeri 18 Central Maluku, with a total of 170 students. This study uses population research. Data collection used a learning motivation scale, parental social support scale, and self-adjustment scale. The data analysis used in this study used multiple linear regression analysis with an assumption test. The results showed that there was a very significant relationship between parental social support and adjustment to student learning motivation with a significance value of 0.000 (p <0.05), the higher parental social support and self-adjustment was able to increase student learning motivation.
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Ayuningtyas, Fadilla, Sofia Hartati, and Tjipto Sumadi. "The Impact of Academic Press and Student Teacher Relationship on Childrens Emotional Adjustment." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 3, no. 1 (January 16, 2019): 91. http://dx.doi.org/10.31004/obsesi.v3i1.148.
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The purpose of this study is to examine the impact of the academic press and student teacher relations on emotional adjustment in children aged 7-8 years. This study used a survey method with 132 respondents in East Jakarta, selected using stratified multistage cluster random sampling. Data collection uses three research instruments in the form of scales 1-3 which is adapted and developed from research indicators using student academic survey press with reliability values (α = .465), short version Student Teacher Relationship Scale (α = .599), and School Liking and Avoidance Questionnaire (α = .715). The results showed that 1) academic press did not had a direct negative effect on emotional adjustment, 2) teacher-student relations had a direct positive effect on emotional adjustment, and 3) academic press and teacher relations simultaneously had a positive effect on emotional adjustment which explained indirect effect of the academic press on emotional adjustment through student teacher relations as a mediator. This indirect influence illustrates that in a state of high positive relations, the academic press's role that the teacher seeks is understood by students as a way for teachers to improve achievement and emotional adjustment. In addition, the positive effect was increasing greater when academic press related together with the teacher-student relationship compared to the partial effect of student relations on emotional adjustment. This greater effect requires a ranking of the partial correlation of the teacher-student relation which is above or greater than the ranking of the partial academic press only.
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Utri Raihani, Linda Yarni, Budi Santosa, and Dodi Pasila Putra. "Students' Social Adjustment: Effects of the Peer Environment." BICC Proceedings 2 (June 10, 2024): 72–81. http://dx.doi.org/10.30983/bicc.v1i1.90.
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This research is entitled "Student Self-Adjustment: Effects of the Peer Environment" by Utri Raihani, NIM 2620022. Sjech M. Djamil Djambek State Islamic University Bukittinggi, student at the Faculty of Tarbiyah and Teacher Training, Guidance and Counseling Study Program . A phenomenon that transpires in classes X and IX served as the basis for this investigation. The author identified problems related to the peer environment in the cooperation index, namely the reluctance of some students to join groups to complete school assignments. The problem with the peer environment in terms of competition is that some students disappoint their peers by not appreciating their peers' achievements and by mocking or criticizing them. The problem related to social adjustment in terms of social attitudes and behavior is the reluctance of some students to take part in school. The problem identified is related to social adjustment in the sense of personal satisfaction with the behavior displayed, namely that there are students who do not accept their own shortcomings so they cannot get along well with their friends Determining the degree to which the peer environment affects students' social adjustment is the aim of this study. This research uses an associative quantitative approach. The population of this study consisted of 200 students, namely class X and XI students. The sample collection method for this research uses a proportional stratified random sampling technique, which is used when the population is homogeneous and spread out. To guarantee a homogeneous sample, each student in each class was selected by considering the number of students, student gender, and major, so that a total sample of 134 students was obtained. The Peer Environment Questionnaire and the Students' Social Adjustment Questionnaire were the tools utilized in this study to collect data. A straightforward linear regression test is the type of data analysis used to evaluate the study hypothesis. Studies reveal that social adjustment (Y) is 17.3% influenced by the peer environment (X). Other variables impact the remaining 82.7% of the population in the meantime (R2).Keywords: Peer environment, social adjustment
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Bird, Emma L. "Student and Staff Perceptions of the International Postgraduate Student Experience: A Qualitative Study of a UK University." Journal of International Students 7, no. 2 (April 1, 2017): 329–46. http://dx.doi.org/10.32674/jis.v7i2.384.
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This study aimed to explore student and staff perceptions of academic, personal and social factors influencing the international postgraduate student experience at a UK University. Focus groups were conducted with international students enrolled in a Master in Public Health programme (n=10). An in-depth survey containing open-ended questions was completed by university staff that contribute to postgraduate teaching (n=12). Qualitative data were analysed using Thematic Analysis. Student and staff perceptions of the international postgraduate student experience were broadly similar, although some discrepancies were identified. Five themes emerged: adjustment to academic expectations; adjustment to academic conventions; programme internationalisation; adjustment to the local culture; and, future plans. Findings add to the limited evidence base on the international postgraduate student experience in UK universities
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Putri, Asri Mutiara. "Kesejahteraan Subjektif dan Penyesuaian Diri terhadap Kehidupan Kampus pada Mahasiswa Baru." Malahayati Nursing Journal 5, no. 2 (February 1, 2023): 324–34. http://dx.doi.org/10.33024/mnj.v5i2.8522.
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ABSTRACT In order to achieve success in college, students need to have fine adjustment skills. This study aims to describe college adjustment and subjective well being in freshman, as well as the relationship between those two variables. This research is a quantitative study with a cross sectional design, which was conducted on 171 freshman of class 2022 at Malahayati University. The researc instrument used in this study were Student Adaptation to College Questionnaire (SACQ) to measure college adjusment and the College Student Subjective Well Being Questionnaire (CSSWQ) to measure subjective well being. The data in the study were analyzed using Pearson’s correllation. The result of this study indicate that most students have moderate college adjustment and subjective wellbeing. Furthermore, a significant positive correlation was found between college student subjective well being and college adjustment, where there was a 15,4% variance of college adjustment that could be explained by college student subjective well being. Implication of this study is that subjective well being plays a significant role in adjustment to college life on freshman. Keyword: College Adjustment, Subjective Well Being, Freshman ABSTRAK Untuk mencapai kesuksesan dalam belajar di perguruan tinggi mahasiswa perlu memiliki kemampuan penyesuaian diri yang baik. Penelitian ini bertujuan untuk mengetahui gambaran penyesuaian diri dan kesejahteraan subjektif mahasiswa baru, serta hubungan dari keduanya. Penelitian ini merupakan penelitian kuantitatif dengan desain cross sectional yang dilakukan kepada 171 mahasiswa baru angkatan 2022 di Universitas Malahayati. Instrumen penelitian yang digunakan dalam penelitian ini adalah Student Adaptation to College Questionnaire (SACQ) untuk mengukur penyesuaian diri dan College Student Subjective Wellbeing Questionnaire (CSSWQ) untuk mengukur kesejahteraan subjektif. Data dalam penelitian dianalisis menggunakan korelasi pearson. Hasil penelitian ini menunjukkan bahwa sebagian besar mahasiswa memiliki penyesuaian diri dan kesejahteraan subjektif dalam kategori sedang. Lebih lanjut, ditemukan korelasi positif yang signifikan antara college student subjective well being dengan college adjustment, dimana terdapat 15,4% varians college adjustment yang dapat dijelaskan oleh college student subjective well being. Hasil penelitian ini memberikan implikasi bahwa kesejahteraan subjektif memegang peran yang signifikan terhadap penyesuaian diri mahasiswa baru terhadap kehidupan kampus. Kata Kunci: Penyesuaian Diri, Kesejahteraan Subjektif, Mahasiswa Baru
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Di Norcia, Anna, Eleonora Cannoni, and Anna Silvia Bombi. "Student-teacher relationship representation and school adjustment in primary school." RICERCHE DI PSICOLOGIA, no. 1 (May 2022): 1–12. http://dx.doi.org/10.3280/rip2022oa13311.
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The present study investigates student-teacher and student-peer relationships, as well as school adjustment. A novelty element is the use of drawing of oneself with a teacher to predict some aspects of children's adjustment in primary school. Our aim was to evaluate what aspects of student-teacher relationship as perceived by children were more predictive of relational wellbeing in class and school adjustment. In sum, our results confirm that, as predicted by the attachment theory (Hamre &amp; Pianta, 2001), a relationship perceived as close by the teacher goes hand in hand with school adjustment and relational wellbeing in school. Autonomy, too, play a positive role. In terms of predictive power, gaining autonomy from teachers seems to predict students wellbeing even more than closeness, at least as it appears from students pictorial representation.
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Lee, Sona, and Hye Young Ahn. "Model Construction for Undergraduate Student College Adjustment." International Journal of Environmental Research and Public Health 17, no. 19 (September 28, 2020): 7090. http://dx.doi.org/10.3390/ijerph17197090.
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Background: College students are known to struggle with a number of difficulties, such as their future careers and interpersonal relationships, as well as job-seeking stress. This study aimed to develop and test a structural model for undergraduate student college adjustment. Methods: The data collection period ranged from November 2019 to January 2020. A questionnaire was distributed to a total of 300 college students; a total of 290 copies were ultimately used for analysis. Result: The model fit indexes of the final model were χ2 = 427.707 (p < 0.001), DF = 173, χ2/DF = 2.47, GFI = 0.88, Adjusted Goodness of Fit Index (AGFI) = 0.84, Comparative Fit Index (CFI) = 0.91, Incremental Fit Index (IFI) = 0.92, Standardized Root Mean-square Residual (SRMR) = 0.07, and Root Mean-Square Error of Approximation (RMSEA) = 0.07. All of the model fit indexes were acceptable, and seven of the thirteen paths in the final model were significant. The factors that influenced college adjustment were social support (r = 0.39) and ego-identity (β = 0.73), explaining 57.1% of the variance. Conclusions: To increase college adjustment, it is necessary to consider the relationship of adjustment with college students’ surrounding environments, such as their family, friends, and professors, and how students can improve their ego-identity.
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Nguyen, David J., and Jay B. Larson. "Exploring the Influence of Student Affairs on Adjustment and Adaptation for Indonesian Graduate Students." Journal of International Students 7, no. 4 (October 1, 2017): 1010–29. http://dx.doi.org/10.32674/jis.v7i4.188.
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This qualitative study explored the influence of student affairs on academic adjustment and adaptation for 10 Indonesian graduate students at a single campus. Semi-structured interviews explored student affairs’ role in adaptation and transition to collegiate life in the United States. Analyses illuminated ways in which participants experienced disequilibrium attending U.S. institutions arising from pre-arrival constructed images of college life in the United States. Student affairs functional areas disrupted these stereotypes for students and devised strategies for Indonesian students to feel more welcomed and included. Study participants described the importance of culturally-relevant student organizations, inclusive environments, and religiously affiliated centers in their adjustment. The article concludes with practical implications for student affairs professionals and higher education institutions.
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Self, Mary Jo, and Nick Anthony Stowers. "EXAMINING SOCIAL ADJUSTMENT OF COLLEGE STUDENT-ATHLETES." International Journal of Research -GRANTHAALAYAH 10, no. 1 (January 31, 2022): 9–20. http://dx.doi.org/10.29121/granthaalayah.v10.i1.2022.4419.
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The college experience is an important aspect of a student’s success in college. For student-athletes, there are additional pressures to maintain eligibility while competing in their sport. This study examines the social adjustment of student-athletes at the Division II level. The research explores differences that might exist in student-athletes and non-athletes in the area of social adjustment. In addition, differences in college adjustment between males and females are considered. For this study, 138 Student Adaptation to College Questionnaires (SACQ) were completed by student-athletes and non-athletes at two regional universities in Oklahoma. Only social adjustment scores were analyzed to identify the social adjustment of student-athletes. Findings revealed gender and athletic status were strongly associated with college adjustment. Implications and recommendations for future research are discussed.
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Montgomery, Robert L., and Frances M. Haemmerlie. "Undergraduate Adjustment to College, Drinking Behavior, and Fraternity Membership1." Psychological Reports 73, no. 3_part_1 (December 1993): 801–2. http://dx.doi.org/10.1177/00332941930733pt113.
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This study examined the relationship between adjustment to college as measured by Baker and Siryk's 1986 Student Adaptation to College Questionnaire, drinking patterns, and various aspects of student life (e.g., fraternity or sorority membership). A total of 114 students participated. Pearson product-moment correlations indicated several significant relationships.
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Dentakos, Stella, Maxine Wintre, Saeid Chavoshi, and Lorna Wright. "Acculturation Motivation in International Student Adjustment and Permanent Residency Intentions." Emerging Adulthood 5, no. 1 (June 21, 2016): 27–41. http://dx.doi.org/10.1177/2167696816643628.
Full textAbstract:
The present study uses a two-phase mixed-methods design to explore the role of motivation to acculturate within the international student experience. Hierarchical regression analyses were conducted to test acculturation motivation (AM) as a predictor of international student adjustment and permanent residency intentions, over and above age, gender, academic year, and English competence. Greater motivation to acculturate was indeed a significant predictor of international student adjustment and increased intentions of pursuing permanent host country residency. To better understand how international students’ experiences relate to levels of AM, qualitative analyses were employed. International students with low levels of AM were more likely to express negative feelings about cross-cultural adjustment, university perception, and peer relationships, compared to students with high levels of AM. Despite such differences, academic and developmental struggles as well as academic successes were similarly voiced across both comparison groups.