Academic Adjustment Scale Research Articles

Behavioral cultural intelligence's role in academic adaptation: mediation by academic self-efficacy using PLS-SEM

This study developed a mediation model consisting of behavioral cultural intelligence, academic self-efficacy, and academic adaptation. With the subscale of the Cultural Intelligence Scale, the Academic Adjustment Scale, and the General Academic Self-Efficacy Scale, a questionnaire survey was conducted among a sample of 412 international students at 5 public higher vocational colleges in Guangxi, China. The statistical technique of Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed in the software SmartPLS 4.0 to examine the hypothesized relationships among the targeted variables. Results indicated that behavioral cultural intelligence significantly influences academic self-efficacy and academic adaptation. Moreover, academic self-efficacy significantly influences academic adaptation. Notably, academic self-efficacy significantly mediates the relationship between behavioral cultural intelligence and academic adaptation. These findings emphasized the crucial roles of behavioral cultural intelligence and academic self-efficacy in facilitating academic adaptation for junior college international students, suggesting that educational institutions should recognize and nurture these attributes for enhanced academic experiences.

Gender Roles and University Adjustment among Undergraduate Students: Coping as Mediators

Background. Some undergraduates face problems in academic adjustment thus are unable to continue their studies. By using the theory of gender schema and the transactional model of stress and coping, this study aims to explore the relationships among gender roles, coping strategies and academic adjustment, and to examine whether coping strategy is a mediator for the effects of gender roles on academic adjustment. Method. The descriptive predictive survey method was used in this study. Altogether 196 undergraduate participants were selected through the purposive sampling method. They were asked to fill in a questionnaire consisting of three measurements: Academic Adjustment Scale, Bem Sex Role Inventory, and Brief COPE. Results. The findings of the study showed that different gender roles are associated with different coping strategies and academic adjustment, and that different coping strategies are associated with academic adjustment differently. In addition, positive thinking is a statistical mediator for the effects of femininity on academic adjustment while avoidance is a statistical mediator for the effects of masculinity on academic adjustment. Conclusion. The findings indicate the importance of considering gender roles in the transactional model of stress and coping, besides creating awareness among undergraduates about the importance of using different coping strategies corresponding to their gender roles while facing problems in academic adjustment.

Trauma Informed Interventions and Academic Adjustment among Adolescent Students in Public Secondary Schools in Kenya

Globally, the problem of escalating incidences of trauma among adolescents has adversely affected their physical, behavioral, emotional and psychological functioning hence impairing their quality and ability to adjust in school. The purpose of this study was to establish the effectiveness of trauma informed interventions and academic adjustment among adolescents in public secondary schools in Kisii County. This study employed an explanatory sequential mixed method design. The study targeted a population of 1100 students from which 275 students were sampled through simple random and purposive sampling technique. Data were collected using self-administered questionnaires, Focused Group Discussions, in-depth interviews and academic adjustment scale. Both descriptive and inferential techniques were employed to analyze quantitative data. The qualitative data were analyzed thematically. The results from Pearson Correlation coefficient affirmed a positive statistically significant nexus (n=.732, n= 275, p<.0.05) between trauma informed interventions and academic adjustment. The qualitative data findings further affirmed that trauma informed interventions enhance academic adjustment and resilience among adolescents. The study concluded that effective adoption of trauma informed interventions are critical in coping with academic adjustment levels among adolescents.

Mental health based on ecological psychology on college students with personality disorder

BackgroundIn the current field of contemporary psychology, ecological psychology has become a new theoretical orientation, believing that everything in the ecosystem interacts and is interrelated. Depressive Personality Disorder (DPD) is a common and severe mental illness that is common among college students worldwide. Exploring the factors influencing depression among college students from the perspective of ecological psychology, with a focus on the effects of attachment anxiety, self-esteem cognition, and academic adaptation on depression among Chinese college students.Subjects and MethodsIn this study, 452 college students from Nanjing University in Jiangsu Province were assessed by Self-rating Depression Scale (SDS), Adult Attachment Scale (AAS) and Self-esteem and Academic Adjustment Scale (SES). Amos software was used to conduct confirmatory factor analysis on the survey results.ResultsThere were significant differences in the dimensions of academic adaptation, self-esteem and adult attachment (P=0.000, P<0.05), and there were significant differences between gender and total score of depression (t= -2.098, P<0.05). Attachment anxiety not only predicts depression directly but also indirectly through self-esteem. Academic adaptation not only predicts depression directly but also influences depressive anxiety through the mediating effects of self-esteem and attachment.ConclusionsAcademic adjustment, depression disorder, attachment anxiety and self-esteem were significantly correlated with depression disorder in college students. Self-esteem plays a mediating role between attachment anxiety and depression, and attachment anxiety and self-esteem play a mediating role between academic adaptation and depression.Acknowledgement2021 Research Project on Internet Ideological and Political Work in Guangdong Colleges and Universities (No. GDWL21YB99).

Academic Adjustment as a Mediator of Self-Effficacy in Online Learning and Subjective Well-Being in Students

The widespread and rapid spread of the COVID-19 pandemic has made the offline learning to be changed to online learning from home. It subsequently has brought on impact on the subjective well-being of students. This study was aims to examine to what extent the role of self-efficacy in online learning and academic adjustment can predict the level of subjective well-being of students at Islamic University of Indonesia during the COVID-19 pandemic. A number of previous studies have shown that students with good self-efficacy and academic adjustment will have good subjective well-being. Research data were collected using the PANAS (Positive Affect and Negative Affect Scale) scale from Watson, Clark, and Tellegen and the SWLS (Satisfaction with Life Scale) scale from Diener to measure the affective components or positive and negative experiences of the respondents; self-efficacy scale in online learning from Zimmerman and Kulikowich; and the academic adjustment scale of Anderson, Guan, and Koc. Data analysis was conducted using exploratory factor analysis (EFA) and mediation analysis using JASP 0.16.1 software. The results of the analysis showed that self-efficacy in online learning brought an impact on the students' subjective well-being during the COVID-19 pandemic through the intermediary of academic adjustment (0.055). Individuals with high self-efficacy in online learning will be capable of adjusting to adjust to online academic demands well. It, as a result, has brought an impact on the quality of good subjective well-being. Thus, the research hypothesis is accepted.

School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators

The high level of academic stress and maladjustment in the school environment led to this study to investigate the management of academic stress and school adjustment among university students using rational emotive behavioral therapy. The study adopted a pretest-posttest control group design. A total of 97 students participated in the study and were measured using an academic stress scale and academic adjustment scale at 3 points. The results of the multivariate statistics indicated the improvement in the management of academic stress and academic adjustment among Industrial Technical Education students following their participation in the rational emotive behaviour therapy (REBT) treatment and those in the waitlisted control group (WCG) at 3 points. After the treatment, a second assessment shows that the REBT treatment had a significant effect on improvement in academic stress management and academic adjustment among Industrial Technical Education students and was subsequently sustained at follow-up assessment. It was also found that there is no interaction effect of groups and gender. This study suggests that the reduction in academic stress and improvement in the academic adjustment were due to exposure to rational emotive behavioral therapy. Therefore, school counselors should reach out to students that experiencing a high degree of stress and maladjustment and assist them using rational emotive behavioral therapy.

Academic achievement motivation and interest in schooling on adjustment to school transition among students with visual impairment in South Eastern Nigeria

Introduction: The study analysed the impact of academic achievement motivation and interest in schooling on adjustment to school transition among students with visual impairment in south eastern Nigeria. Purpose: To investigate the extent to which academic achievement motivation and interest in schooling would jointly influence the adjustment to school transition among students with visual impairment. Population: The study adopted a descriptive (survey) design. A sample size of one hundred (100) JSS 1 students with visual impairment purposively selected from ten (10) integrated secondary schools in south eastern Nigeria were used for the study. Methodology: Three instruments were used to collect data for the study. Student’s Academic Achievement Motivation Scale (α= 0.86), Academic Adjustment Scale (α=0.79) and Interest in Schooling Scale (α=0.79). Data collected was analysed using analysis of variance (ANOVA) and multiple regression at 0.05 level of significance. Results: The study revealed that academic achievement motivation and interest in schooling jointly predicted adjustment to school transition among students with visual impairment. The study findings also revealed that motivation of academic achievement had an influence on school transition, while interest in school had no influence on school transition adjustment. Recommendation: It was recommended that the government should put in place functional counseling centres in integrated secondary schools as to avail students with visual impairment the opportunity of being attended to and help develop skills that would enable them adjust to their immediate challenges and cope with the rigors of the school environment.

코로나19 상황에서 대학생의 정의적 학습행동, 우울과 학업적 적응과의 관계

The purpose of this study is to investigate the effect of college students depression and affective learning behavior to their academic adjustment during COVID-19. The subjects were 1421 students in A university. Instruments used in this study were: 1) Affective Learning Behavior Scale 2) Depression Scale and 3) Academic adjustment Scale.
 Data was analyzed using Pearson’s correlation and hierarchical multiple regression analysis. The results of this study show that college students affective learning behavior and depression were related to their academic adjustment during COVID-19. Regression analysis indicate that college student’s affective learning behavior and depression is the predictor of variance in student’s academic adjustment. Also students’ depression has a mediation effect between college students’ affective learning behavior and academic adjustment.

A Correlational Study Examining the Relationship Between Psychological Distress and Academic Adjustment in Technical College

As college students are in a period of transitioning from teenage years to adulthood, they typically will experience multiple levels of psychological distress, and these stressors influence their studies. This research presents to investigate the relationship between psychological distress and academic adjustment in technical college students in Kuching, Sarawak. This research used a quantitative approach with a cross-sectional survey. The instruments in this study applied the Counseling Center Assessment of Psychological Symptoms-34 (CCAPS-34) for psychological distress domains and the Academic Adjustment Scale (AAS) for academic adjustment domains. The students were given a web link to the survey questionnaire. The respondents

رأس المال النفسي والتوافق الأكاديمي كمنبئين لجودة حياة الطلاب ذوي الإعاقة بالجامعة

The current study aimed to identify the extent to which psychological capital and Academic Adjustment as contribute to predicting the quality of life of students with disabilities at the university, the sample consisted of (256) male and female students with disabilities at Taibah University, the tools included a scale of quality of life, a scale of psychological capital, and a scale of Academic Adjustment for students with disabilities at the university, prepared by the researcher. The results showed that there were statistically significant differences between groups in each of the sexes in favor of females and the type of disability in favor of the Blind on both quality of life, psychological capital and academic adjustment from the point of view of students with disabilities at the university. And there is a positive, statistically significant correlation between the total score and the sub-dimensions of the quality of life scale, the total score and the sub-dimensions of the psychological capital scale, as well as the total score and sub-dimensions of the academic adjustment scale. It is also possible to predict the level of quality of life for students with disabilities at the university from the dimensions of psychological capital and dimensions of academic adjustment, it was also possible to derive a structural model of the relationships between the quality of life of students with disabilities at the university and each of: psychological capital and academic adjustment.

Перфекционизм и академическая адаптация среди студентов: копинг-стратегии как посредник

The high dropout rate among undergraduates has drawn the concerns of policymakers and educators. Studies suggested that the dropout is relevant to poor academic adjustment, and to poor academic adjustment is associated with perfectionism and coping strategies. This study adopts the personality-coping-outcome theory as a framework to examine whether coping strategies mediate the effects of perfectionism on academic adjustment. Two hundred eleven undergraduate students participated in the online survey through the purposive sampling method. They were asked to fill in the Short-Almost perfect scale, simplified coping style questionnaire and academic adjustment scale. The results showed that both perfectionism and coping strategies are associated with academic adjustment, and perfectionism is associated with coping strategies. Besides, coping strategies are statistical mediators for the effects of perfectionism on academic adjustment. The findings support the application of personality-coping-outcome theory in the areas of academic adjustment. Workshops can be provided to students to train their use of appropriate coping strategies while facing academic adjustment issues.

Role of Self Efficacy as a Moderator in the Relationship of Psychological Distress, Psychosocial Adjustment and Educational Adjustment among University Students

Psychological distress is a well-known term that has serious effect on the individual’s psychological and physical health. Now-a-days, it has become a topic of great concern for the psychosocial and educational adjustment amongst university students. The present study investigated the relationship between psychological distress, psychosocial adjustment and educational adjustment among university students. It also explored the moderating impact of self-efficacy on these variables. Data were collected from 304 university students (male=151, female=153). Kessler k10 Scale, General Self-efficacy Scale, Brief Adjustment Scale, Academic Adjustment Scale and Social Adjustment Scale were used to measure the study variables. Results of the current study revealed the inverse relationship between psychological distress, psychosocial and educational adjustment. Findings of regression analysis revealed that self-efficacy moderated the relationship between psychological distress, psychosocial adjustment and educational adjustment. Moreover, female students experienced more psychological distress as compared to male students. Results were discussed and limitations, suggestions and implications were presented for future research.

Emotional Intelligence and Academic Adjustment of Second-Year University Students in Akwa Ibom State, Nigeria

The importance of emotional intelligence on academic outcomes cannot be overstated. Several studies have been conducted in the past to shed light on the associations that exist between EI and these outcomes. Making use of Goleman’s Emotional Intelligence model, the researchers investigated the relationship between the personal skills of EI and academic adjustment of second-year University students in Akwa Ibom State. The correlational design was adopted for the study. The population of the study consisted of all the second year university students from two universities in Akwa Ibom state. A sample of 500 students was selected for the study using the Taro Yamane Sampling formula. The subjects were drawn using simple random sampling technique. The instruments for data collection were adopted standardized “National Health Service Emotional Intelligence Questionnaire” (NHSEIQ) and “Academic Adjustment Scale” (AAS). The instruments were used to obtain information with regards to both the dependent and independent variables. Three research questions and hypotheses were formulated and tested at .05 significance level using the Pearson Product Moment Correlation analysis. The results indicated that there is a positive and significant relationship between emotional intelligence and academic adjustment. Based on the results of the data analysis, a conclusion was drawn that emotional intelligence is a prerequisite for academic adjustment of second-year university students.

Academic Adjustment and Interpersonal Support among University Students of Punjab

Adjustment to university is critical for academic success. The result of poor college adjustment is correlated with low academic performance, poor grades and failure later in life. This study was conducted to assess the academic adjustment and interpersonal support available to university students as well as the relationship between academic adjustment and interpersonal support. Total 480 university students were selected randomly from three purposively selected government universities of Punjab state, i.e., Guru Nanak Dev University, Amritsar (GNDU); Punjab Agricultural University, Ludhiana (PAU) and Punjabi University, Patiala (PUP).Academic Adjustment Scale by Baker and Sirk (1989) and Interpersonal Support Scale by Cohen et al. (1985) were used for the study. The results indicated that 2nd year university students perceived significantly better academic adjustment as well as appraisal support as compared to 1st year students and a significant positive correlation was found between academic adjustment and interpersonal support among 2nd year students.

"The Effects of Cognitive Behavioral Therapy on Academic Adjustment among Jordanian Students"

"This study aimed to investigate the effectiveness of cognitive behavioural therapy (CBT) as a counselling program intervention for Academic adjustment. In the experimental investigation, data was collected from a total of 68 low-achieving female students from one school in Amman city. The students in the experimental group were observed to complement their regular counselling for academic adjustment with CBT. The researchers used Academic adjustment scale (AAS) at pre- and post-tests. The duration of the study was 16 weeks of two sessions weekly, in which pre- and post-tests were included. ANCOVA was used to explore the findings of the current study. The findings demonstrated that low-achieving female students in the experimental group showed better academic adjustment than female students in the control group. The results have significance for reform the counselling educational policies in the Jordanian Ministry of education based on the importance of CBT-Intervention in educational counselling. Additionally, the study suggested relevant recommendations for future research."

الهویة الأکادیمیة وعلاقتها ببعض المتغیرات النفسیة لدى طلبة الجامعة. Academic Identity and Its Correlation with Some Psychological Variables among University Students

هدف البحث الحالي إلى التعرف على العلاقة بين الهوية الأکاديمية وبعض المتغيرات النفسية (التوافق الأکاديمي- الدافعية للإنجاز- قلق المسقبل) لدى طلبة الجامعة، والتحقق من إمکانية التنبؤ بالهوية الأکاديمية في ضوء بعض المتغيرات النفسية، والکشف عن الفروق في الهوية الأکاديمية وفقا للنوع (ذکور- إناث)، والتخصص الأکاديمي (أدبي- علمي)، والمستوى الدراسي (الفرقة الأولى- الفرقة النهائية) لدى طلبة الجامعة. وشارک في البحث (400) طالب وطالبة (200 طالب، و200 طالبة) بکليات جامعة الأزهر، ممن ينتمون للفرق الدراسية الأولى والنهائية بکلية أصول الدين بالقاهرة وکلية العلوم للبنين بالقاهرة، وکلية الدراسات الإنسانية بنات بالقاهرة، وکلية العلوم بنات بالقاهرة، وتتراوح أعمارهم ما بين (18- 23) عاما وذلک بالعام الجامعي 2020/2021م؛ وقد تکونت أدوات البحث من مقياس الهوية الأکاديمية (إعداد الباحثة)، ومقياس التوافق الأکاديمي (إعداد الباحثة)، ومقياس الدافعية للإنجاز (إعداد عبد اللطيف خليفة، 2006)، ومقياس قلق المستقبل (إعداد الباحثة). وأسفرت النتائج عن وجود علاقة ذات دلالة إحصائية بين الهوية الأکاديمية وکل من (التوافق الأکاديمي- الدافعية للإنجاز- قلق المستقبل)، وإمکانية التنبؤ بالهوية الأکاديمية لدى طلبة الجامعة في ضوء بعض المتغيرات النفسية، ووجود فروق ذات دلالة إحصائية في الهوية الأکاديمية وأبعادها وفقا للنوع (ذکور- إناث)، والمستوى الدراسي (الفرقة الأولى- الفرقة النهائية)، وعدم وجود فروق ذات دلالة إحصائية في الهوية الأکاديمية وأبعادها وفقا للتخصص الأکاديمي (أدبي- علمي). تمت مناقشة نتائج البحث، وتقديم بعض التوصيات والبحوث المقترحة. The current research aimed to identify the correlation between academic identity and some psychological variables (academic adjustment- achievement motivation- future anxiety) among university students, and to verify the possibility of predicting academic identity in the light of some psychological variables. The study also aimed to examine the differences in academic identity according to gender (male- Female), academic major (literary- scientific), and academic level (first year- final year) among university students. 400 male and female students (200 male, 200 female) participated in the research at Al-Azhar University faculties, who belong to first and final year at Faculty of Fundamentals of Religion in Cairo, Faculty of Science for Boys in Cairo, Faculty of Humanities for Girls in Cairo, and Faculty of Science for Girls in Cairo, aged between (18-23) years at the academic year 2020/2021. The research instruments consisted of the academic identity scale (Prepared by researcher), academic adjustment scale (Prepared by researcher), achievement motivation scale (Prepared by Abdul-Latif Khalifa, 2006), and future anxiety scale (Prepared by researcher). The results of the research revealed that there is a statistically significant correlation beteen academic identity and (academic adjustment- achievement motivation- future anxiety). The possibility of predicting academic identity of university students in the light of some psychological variables. The study also showed that there were statistically significant differences in academic identity and its dimensions according to gender (males- female), academic level (first year- final year), and the absence of statistically significant differences in academic identity and its dimensions according to the academic major (literary- scientific).

عادات العقل المنبئة بفاعلية الذات الإبداعية والتوافق الأکاديمي لدى طلاب کلية التربية

The current study aimed at identifying habits of mind predicting creative self-efficacy and academic adjustment among College of Education students (N= 354 students from the College of Education, Fayoum university). The tools of the study included three scales; Habits of Mind Scale (Carl Rogers) translated by Mohamed Bakr (2006), Creative Self-efficacy Scale (prepared by researcher), and Academic Adjustment scale (prepared by researcher). Results show that there are five habits of mind that can predict creative self-efficacy among faculty of education students (taking responsible risks, persisting, thinking flexibly, Learning Continuously and Managing Impulsivity). The results also show that there are four habits of mind that can predict academic adjustment: interdependent thinking, taking responsible risks, finding humor, gathering data through all senses). The results were explained in light of theoretical framework of the research.

The Correlation of Addiction to Online Games with Family Emotional Climate, Academic Longing, and Academic Adjustment in Students

Introduction: Nowadays, due to the extended use of the high speed Internet, online games have become one of the most common interests among adolescents. Therefore, determining the advantages and disadvantages of these games are basically valuable. The purpose of this study is to investigate the relationship between online game addiction and family emotional climate, academic achievement, and academic adjustment in students. Materials and Methods: This was a descriptive correlational study with the statistical population consisting of all secondary school students in Ardabil City, Iran, who were studying at Ardabil schools during 2019. 216 individuals were selected through the convenience sampling method. Data were collected using the online game addiction questionnaire, family emotional climate questionnaire, academic craving questionnaire, and academic adjustment scale . The data collected were then analyzed using Pearson’s correlation coefficient and regression models. Results: There was a significant negative correlation between family emotional climate, academic achievement, and academic achievement with online game addiction (-0.27 ≤ r ≤ 0.54, P ≤ 0.001). With beta values of respectively -0.638, -0.409, -0.332, these values directly predicted addiction to online games. Conclusion: It seems that the family's emotional climate and adolescents' educational longing and adjustment may well predict addiction to online games. Therefore, it is recommended to consider these three factors to reduce the tendency of young people to play such games and to identify the damage caused as a result of excessive playing of these games.

The Comparison of Effectiveness of Instruction of Coping Stress Strategies and Help-Seeking Strategies on Academic Adjustment in High School Girls

The purpose of this research was to compare the effect of instruction coping stress strategies and help-seeking strategies on academic adjustment. The method of this research was semi-experimental with a control group and pre-test and post-test with one month follow up. The statistical population was the girl students of the first high in the 4th district of Tabriz, in 2016-2017. Sixty students were selected based on entry criteria and randomly assigned to 3 groups (two experimental groups and one control group). The two experimental groups, respectively, received instruction on coping stress strategies and help-seeking strategies, each taking 90 minutes, but the control group did not receive any interventions during this period. Both groups were evaluated in the pre-test and post-test and test of follow up with using the Beyers and Goossens’ Academic Adjustment Scale (2002). Data were analyzed by mixed multivariate analysis of covariance. Findings showed that instruction of coping stress strategies and help-seeking significantly increased academic adjustment, but these two methods did not differ significantly from each other. Also, the effects of coping strategies and help-seeking instruction on academic satisfaction were persistent. It is suggested that coping stress and help-seeking strategies be used to increase academic adjustment in high schools by psychologists and counselors.

Penyesuaian Akademik Tahun Pertama Ditinjau Dari Efikasi Diri Mahasiswa

The aim of the present study was to determine the relationship between self efficacy and academic adjusment. The respondent of this study were (N=66) first year students in the Department of Tarbiyah, Islamic State College in Kudus. The data collection techniques used in this study is a questionnaire, self-efficacy scale and academic adjustment scale. Data were analyzed by using correlation analysis. The results of the study showed that there was a positive significant relationship between self efficacy and academic adjustment.