Relevant bibliographies by topics / Student readjustment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Student readjustment'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Student readjustment"

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López, Eric Joseph. "Readjustment for the Transfer Student." Contemporary Psychology: A Journal of Reviews 40, no. 7 (July 1995): 673–74. http://dx.doi.org/10.1037/003811.

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Krause, Kevin, Jeannette Nixon, Joe Beer, and John Beer. "Attitude, Anxiety, and Social Readjustment toward Learning Disabilities by Student Teachers." Psychological Reports 68, no. 2 (April 1991): 399–402. http://dx.doi.org/10.2466/pr0.1991.68.2.399.

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DeFreese, J. D., Michael J. Baum, Julianne D. Schmidt, Benjamin M. Goerger, Nikki Barczak, Kevin M. Guskiewicz, and Jason P. Mihalik. "Effects of College Athlete Life Stressors on Baseline Concussion Measures." Journal of Sport Rehabilitation 29, no. 7 (September 1, 2020): 976–83. http://dx.doi.org/10.1123/jsr.2018-0378.

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Context: Concussion baseline testing helps injury evaluation by allowing postinjury comparisons to preinjury measures. To facilitate best practice, common neurocognitive, balance, and symptom report metrics used in concussion baseline testing merit examination relative to participant life stressors. Objective: The purpose of this study was to determine if life stressors are associated with college athlete neurocognitive function, postural control, and symptom scores at preseason baseline assessment. Design: All study variables were collected in a single laboratory session where athletes completed valid and reliable psychometrics as well as a computerized neurocognitive and balance assessments. Setting: Sports medicine research center on an American university campus. Participants: A convenience sample of 123 college student-athletes: 47 females (age = 18.9 [4.3] y) and 76 males (age = 19.4 [1.6] y). Main Outcome Measures: Participants were categorized into low, moderate, or high life stressors groups using scores from the Social Readjustment Rating Scale-Revised. Dependent variables included outcomes from the CNS Vitals Signs test, the Sensory Organization Test, and the graded symptom checklist indexing neurocognition, balance, and symptom severity, respectfully. Results: One-way analysis of variance revealed that the moderate life stressors group performed significantly worse than the low life stressors group on the baseline verbal memory domain of the CNS Vital Signs (F2,119 = 3.28; P = .04) only. Conclusion: In the current college athlete sample, few baseline concussion assessment variables were found to be significantly associated with life stressors. Considering the clinical significance of these variables, psychological life stressors may not be a confounding factor in concussion evaluation.
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Hoang, Hung Trong, and Nga Thi Thuy Ho. "Antecedents of work readjustment of professional returnees: evidence from Vietnam." Asia-Pacific Journal of Business Administration 12, no. 1 (December 10, 2019): 58–72. http://dx.doi.org/10.1108/apjba-05-2019-0118.

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Purpose The purpose of this paper is to investigate the factors influencing work readjustment of Vietnamese returnees who used to study and/or work in a developed country and are currently working in different positions in their home country. Design/methodology/approach Data for this study were collected through a survey of 433 returnees using both paper-based and online surveys. Multiple regression was used to test the relationships in the model. Findings The findings show that while the length of time spent overseas, work expectations and subjective norm significantly affect work readjustment, the influences of age, gender and length of time since return on work readjustment are not supported. Practical implications The findings provide useful insights for home country government and managers of returnees developing repatriation programs that help returnees deal with the issue of poor work readjustment. Originality/value Empirical studies on cross-cultural re-entry adjustment of both self-initiated repatriates and international students are scarcely investigated. Most prior studies focused on individual factors (such as gender, age, duration in overseas and since return), research on the effect of work expectation on work readjustment is still scant. Most prior studies focused on examining the relationship between work expectation and work readjustment of company repatriates, however, this relationship in the context of returnees, especially in the Asia-Pacific region, has not been investigated. Furthermore, this study is the first to examine the influence of subjective norm on work readjustment of returnees.
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Tolor, Alexander, and Vincent M. Murphy. "Stress and Depression in High School Students." Psychological Reports 57, no. 2 (October 1985): 535–41. http://dx.doi.org/10.2466/pr0.1985.57.2.535.

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The High School Social Readjustment Scale, a measure of stressful life events, and the center for Epidemiological Studies Depression Scale, a short self-report scale measuring depressive symptomatologies, were administered twice to 285 high school students over a 6-mo. interval. Both measures were statistically reliable. On both test administrations girls, but not boys, displayed a significant relationship between stress and depression.
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Renner, Michael J., and R. Scott Mackin. "A Life Stress Instrument for Classroom Use." Teaching of Psychology 25, no. 1 (January 1998): 46–48. http://dx.doi.org/10.1207/s15328023top2501_15.

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Most introductory psychology textbooks describe Holmes and Rake's Social Readjustment Rating Scale (SRRS; 1967) instrument, which generates stress scores as life change units. Although students seem willing to entertain the possibility that stressors can affect their health, the SRRS does not include many common events that act as stressors for college students and includes many items not meaningful to most college students. This article describes an instrument intended for use in classroom demonstrations, the College Undergraduate Stress Scale (CUSS), and reports a local set of norms for a population of traditional-age college students. The CUSS is useful in teaching concepts within health psychology that are associated with stress and its cumulative effects.
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최해룡. "A Grounded Theory on Readjustment Education of Alternative School for Maladjustment Students in School." Korea Journal of Youth Counseling 23, no. 2 (November 2015): 157–87. http://dx.doi.org/10.35151/kyci.2015.23.2.008.

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Guo, Yanlin. "Prospects for the teaching of translation majors in the new era." APTIF 9 - Reality vs. Illusion 66, no. 4-5 (October 2, 2020): 867–81. http://dx.doi.org/10.1075/babel.00179.guo.

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Abstract Since entering the new era, the translation model has gradually changed with the widespread application of machine translation technology and the rapid development of a translation industry. The mismatch between the demand of employers and the talents trained by universities has become a major problem facing the translation major nowadays. To this end, we should attach more importance to the readjustment of the existent curriculum; students’ practical ability in translation; grasp of the skill of detecting and correcting machine translation errors; combination of translation and relevant professional knowledge.
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Choe, Hohsung, and Eunmi Son. "Southeast Asian ESL countries as study abroad destinations: A Korean perspective." English Today 34, no. 2 (November 6, 2017): 46–52. http://dx.doi.org/10.1017/s0266078417000451.

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The number of Korean students studying abroad has dropped drastically in the last decade. In 2014, 10,907 students ranging from age six to 18 went abroad, just over one-third of the total in 2006 when the number hit its highest peak at 29,511 (Korea Herald, 2015). There are a number of reasons for this apparent trend. First, study abroad students have a hard time adjusting themselves to life in the host country, and it is also common for them to experience readjustment difficulties when returning to Korea. Second, parents believe that children can learn ‘authentic’ English in Korea: various English immersion programmes are now available for young learners. Third, studying abroad no longer guarantees children's future success. Returnees are not preferred in the job market due to their in-between identity.
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FURUKAWA, TOSHIAKI. "Sojourner Readjustment: Mental Health of International Students after One Year's Foreign Sojourn and its Psychosocial Correlates." Journal of Nervous &amp Mental Disease 185, no. 4 (April 1997): 263–68. http://dx.doi.org/10.1097/00005053-199704000-00007.

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Dissertations / Theses on the topic "Student readjustment"

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Stoeckel, Helen, and n/a. "An investigation of the readjustment experience for secondary exchange students : a family perspective." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061109.093814.

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This study of the process of readjustment for secondary students returning home after twelve months abroad was investigated from a family perspective. Although researchers suggest that interactions between the student and others in the home environment facilitate smooth readjustment, little is known about how the family relates during this transition period. In this study, the interactional dynamics within the family during the student's readjustment were explored. Theoretical concepts from systems theory and family developmental theory were used to further understanding of the interactional processes within the family system. A multiple single-case study research design was employed, where eight families were interviewed at three points in time: one month before the student's return; one month after the student's return: and at four to five months after return. All family members were interviewed at each stage, using a semi-structured interview guide designed to gather data about family relationships during this period. Changes in family dynamics between siblings, the returnee student, and parents, were a significant finding of this study, although these changes varied across families. A family perspective of the readjustment process was collated from descriptive accounts from family members, where four phases of the family experience could generally be described: excitement, uncertainty, rediscovery and reorganisation of the family system. It was concluded that the study showed evidence that the readjustment process was influenced by the interactions and interrelationships within the family, where not only the student had changed but also the family.
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Tohyama, Natsuko. "Reverse Culture Shock and Romantic Relationships in College Students Reentering After Study Abroad." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206387236.

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"Academic Success and Well-Being Following OEF/OIF Deployment." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14495.

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abstract: As many as one-third of OEF/OIF soldiers and combat veterans may be struggling with less visible psychological injuries. Military/veteran students may face heightened difficulties as they are not only adjusting to civilian life but also transitioning to college life. University administrators and staff have been charged to address their transitional needs and to promote their academic success. Despite significant influx in enrollment with the passing of the Post-9/11 GI Bill, research on OEF/OIF service members and veterans in higher education remains limited. Utilizing self-report measures, the current study examined the psychosocial functioning of 323 military/veteran students enrolled at Arizona State University who served at least one combat deployment as part of OEF/OIF. The study further investigated whether enlisting for educational benefits and utilizing campus programs/services were associated with more positive academic persistence decisions. Participants were also asked to rate ASU's programming for military/veteran students as well as suggest campus programs/services to promote their academic success. More PTSD symptoms, depression, anxiety, and anger/aggression were found to be associated with less cultural congruity and lower perceived social support. Cultural congruity and social support were significant predictors of academic persistence decisions. Participants who reported utilizing more campus programs/services also tended to endorse more positive persistence decisions. No significant differences in persistence decisions were found between participants who enlisted in the military for education benefits and those who enlisted for non-educational reasons. Approximately two-thirds reported utilizing academic advising services and Veteran Benefits and Certifications. Library services, financial aid services, and ASU sporting events were the next most frequently utilized. More than 91% rated ASU's programming satisfactory or better. Over 71% of participants indicated that increasing recognition of their military experience would facilitate their academic success. Nearly 40% recommended a military/veteran student lounge and improvements to VA education benefits counseling. Another 30% recommended that ASU provide professional development for faculty/staff on military/veteran readjustment issues, improve the re-enrollment process following deployment/training, offer a veteran-specific orientation, and establish a department or center for military/veteran programming. Findings are discussed in light of Tinto's interactionist model of college student attrition, and implications for university mental health providers are presented.
Dissertation/Thesis
Ph.D. Counseling Psychology 2012
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Books on the topic "Student readjustment"

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Leonard, Jason, ed. Helping transfer students: Strategies for educational and social readjustment. San Francisco: Jossey-Bass, 1992.

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2

Tooke and Common Heritage Programme, eds. The North-south relationship: Trade, debt and readjustment : a resource for senior level students. Ottawa, Ont: Teachers' Press, 1988.

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Weine, Andrew M. Helping Transfer Students: Strategies for Educational and Social Readjustment (Jossey Bass Social and Behavioral Science Series). Jossey-Bass Inc Pub, 1992.

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Jason, Leonard A., Joseph H. Johnson, and Andrew M. Weine. Helping Transfer Students: Strategies for Educational and Social Readjustment (Jossey-Bass Social and Behavioral Science Series/Jossey-Bass Education Series). Proquest Info & Learning, 1992.

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Book chapters on the topic "Student readjustment"

1

Ratcliffe, Sarah, and Joyce Smith. "Decision Making for Transition to Registration and Preceptorship." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0023.

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This chapter will explore and discuss issues that may impact on your transition from third-year student nurse to newly qualified nurse (registrant). The issues that will be explored include delegation skills, challenging others, accountability, and prioritizing skills. Case studies will be included that will help you to consider how to respond in some situations that you may encounter. There are no right or wrong answers, but it is important to reflect on the many ways in which decision making occurs in terms of how you might act in certain circumstances. (See Chapters 9, 10, 11, and 12 for illustrations from actual practice situations.) Based on the case studies described in the chapter and on the experience of the authors, top tips will be offered to help you to consider a range of options to deal with the identified problems. It is hoped that the chapter will help you to plan key goals to achieve in your final placement, and to identify specific developmental goals to facilitate your transition to registered nurse and during your preceptorship experience. ‘Transition’ can be described as a challenging process that involves moving through a period of uncertainty from a familiar to an unfamiliar role. It is defined by Kralik et al. (2006: 323) as ‘a passage from one life phase, condition, or status to another’, often linked with a life-changing event. However, Meleis et al. (2000) state that change does not necessarily result in a transition and in fact change, according to Bridges (2003), is situational, whereas transition is psychological. Transition is a natural progression throughout life and, even though it can be actively sought and positive, it may be stressful as a result of psycho-social alterations (Brown and Olshansky 1997). Bridges (2004: 4) describes transition as being ‘composed of three stages: an ending, a neutral zone and a new beginning’. The first step is letting go, or ending, a past or former self; the next step, the neutral zone, is identified as a critical point for psychological readjustment; the final step is a new beginning. Bridges (2003) discusses fear of the unknown within the neutral zone, a stage of being in-between the end of the old and the beginning of the new.
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Chism, Rebecca Lynn, and Carine Graff. "It All Works Out in the End." In Overcoming Fieldwork Challenges in Social Science and Higher Education Research, 73–94. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5826-3.ch004.

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Qualitative research enables flexible designs unlike quantitative research, but those designs can be modified up to a point. It sometimes happens that the study at hand takes an unexpected turn of events and the researchers have then to find ways to cope with the changes. When the matter being investigated involves online surveys, there is even more leeway for uncertainty, as difficulties such as finding participants and time constraints may arise. This chapter presents a study conducted by two researchers in an American midwestern university and the challenges they encountered after answering a call for papers about technology and language learner psychology. They used an online survey to inquire about students' experience in an online language course. However, the lack of time intertwined with unexpected events involved readjustments and a need for more research and training. In the current article, the researchers share their project timeline, the issues they encountered, and offer some solutions.
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Bonner, Thomas Neville. "Toward a University Standard of Medical Education, 1890-1920." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0015.

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In the waning years of the nineteenth century, despite (or perhaps because of) the inroads of laboratory science, uncertainty still hung heavy over the future shape of the medical curriculum. Although currents of change now flowed freely through the medical schools and conditions of study were shifting in every country, agreement was far from universal on such primary questions as the place of science and the laboratory in medical study, how clinical medicine should best be taught, the best way to prepare for medical study, the order of studies, minimal requirements for practice, and the importance of postgraduate study. “Perturbations and violent readjustments,” an American professor told his audience in 1897, marked the life of every medical school in this “remarkable epoch in the history of medicine.” Similar to the era of change a century before, students were again confronted with bewildering choices. Old questions long thought settled rose in new form. Did the practical study of medicine belong in a university at all? Was bedside instruction still needed by every student in training, or was the superbly conducted clinical demonstration not as good or even better? Should students perform experiments themselves in laboratories so as to understand the real meaning of science and its promise for medicine, or was it a waste of valuable time for the vast majority? And what about the university—now the home of advanced science, original research work, and the scientific laboratory—was it to be the only site to learn the medicine of the future? What about the still numerous hospital and independent schools, the mainstay of teaching in Anglo- America in 1890—did they still have a place in the teaching of medicine? Amidst the often clamorous debates on these and other questions, the teaching enterprise was still shaped by strong national cultural differences. In the final years of the century, the Western world was experiencing a new sense of national identity and pride that ran through developments in science and medicine as well as politics. The strident nationalism and industrial-scientific strength of a united Germany, evident to physicians studying there, thoroughly frightened many in the rest of Europe.
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