Academic Adjustment Research Articles

A Multicomponent Preventive Intervention in the Early Elementary Years: A Look at Academic and Social Adjustment Outcomes.

Cogent indicated prevention with young children at risk for early onset conduct problems needs to address multiple domains of influence in school and home settings. A multicontextual preventive intervention (MPI) spanning grades one and two was conducted in schools serving economically disadvantaged communities and evaluated separately for boys and girls. The cluster randomized design evaluated children nested within schools receiving either the MPI (6 schools), which consisted of after-school reading-mentoring, home-based family, peer coping-skills, and classroom components, or a control condition (6 schools) involving a school-wide conflict management program without targeted intervention. Drawn at the end of kindergarten based on elevated behavioral difficulties and first-grade attendance at one of the 12 schools, the two subsamples consisted of 193 boys and 171 girls (63% in households with annual income < $15,000; 95% Black children). Extensive fidelity data indicated that the MPI components were well implemented. The two post-intervention third-grade outcomes in this report are academic performance and social/behavioral adjustment. The analyses involved a linear mixed effects model controlling for school. The key finding for the male subsample was that the MPI produced greater overall and language-arts/reading achievement, measured by report cards for the entire third-grade school year, compared with the control group. MPI-control differences did not emerge for externalizing problems and social competence assessed via teacher and parent report. In the face of elevated risk and poverty, the study underscored the importance of contributions from community-based reading-mentors, positive and inclusive classrooms, and nurturing family contexts in achieving academic gains.

Relations Between Academic and Behavioral Adaptations: The Antecedent Effects of Executive Function.

Using a large sample (n = 1163) from the National Institute of Child Health and Development Study of Early Child Care and Youth Development, the Random Intercept Cross-Lagged Panel Model was employed to unpack the between-person and within-person aspects in the relations between children's academic performance and externalizing/internalizing behaviors during primary school and examined the predictive role of early executive function. Results showed that the reciprocal relations between state-level fluctuations in children's behavioral problems and academic performance were largely unsupported. Children with more advanced early executive function were found to have better academic performance and fewer behavioral problems throughout primary school, supporting the antecedent role of early executive function. These findings suggest that fostering executive function skills early on could be a key strategy for improving both academic outcomes and behavioral adjustment in children.

Exploring the Impact of Parenting Styles on Children’s Academic and Mental Health

(Objective) This article examines how different parenting styles relate to children's academic and psychological adjustment, focusing on scholastic engagement, persistence, emotional resilience, and stress management. (Method) The study reviews empirical research through the lens of Basic Psychological Need Theory and Self-esteem Theory, analyzing four parenting styles: authoritarian, authoritative, permissive, and uninvolved. (Results) The findings emphasize the importance of academic adjustment for scholastic achievement and psychological adjustment for emotional well-being. The study highlights the need for an encouraging family environment, effective parenting methods, and educational interventions to promote children's academic and psychological development. Further research is required to understand the mechanisms by which parenting styles influence child adjustment.

Reduction of Social Anxiety and Increase in Academic Adjustment through Motivational Enhancement Therapy in Freshmen College students in Indonesia

Academia in college is different from high school because college students will meet people who have different cultures, personalities, points of view, and interests. Personal adjustments are essential for these college students in this different scenario. Not only can it boost social interaction but it will help how to be persistent and resilient in their academic life. Failure to develop personal adjustments could turn the college students into anxiety in their social interaction which freshman students may encounter when they face the changes in their environment and culture. An attempt to increase personal adjustment and decrease social anxiety through Motivational Enhancement Therapy (MET) is possible. There are five stages used in MET, that are pre-contemplation, contemplation, preparation, action, and maintenance. This study used an experimental method with one group of pretest and post-test design which included 100 freshman college students. This research aims to know the effect of MET treatment on reducing social anxiety and increasing personal adjustment in freshman college students in Indonesia. The instruments are the Social Anxiety Scale (La Greca &amp; Lopez, 1998) which consists of 18 items, and the adjustment scale (Haber &amp; Runyon, 1984) which consists of 25 items. The analysis in this study is a paired sample t-test that examines a decrease in social anxiety and an increase in personal adjustment before and after being given MET treatment. The results revealed that MET significantly reduced social anxiety and increased personal adjustment in freshman college students in Indonesia. The results have been discussed and recommendations are given.

Parenting in Overdrive: A Meta-analysis of Helicopter Parenting Across Multiple Indices of Emerging Adult Functioning

AbstractPrevious research suggests helicopter parenting may be disproportionately associated with lower levels of adjustment during emerging adulthood. However, the size, direction, and significance of the effects of helicopter parenting across different indicators of emerging adult functioning has not been empirically established. Therefore, the purpose of this meta-analytic investigation was to clarify the magnitude of the effect of helicopter parenting across multiple indices of well-being, including: internalizing behaviors (anxiety and depressive symptoms), academic adjustment, self-efficacy and regulatory skills. We also explored whether parent gender moderates these associations. An analysis of 53 studies and 111 effect sizes revealed that helicopter parenting was associated with increased internalizing behaviors and reduced academic adjustment, self-efficacy and regulatory skills. Parent gender did not moderate these associations. The findings are discussed in terms of future directions, particularly the need to identify potential moderators. In conclusion, these findings support recommendations for autonomy-supportive parenting practices during emerging adulthood.

Factors associated with acculturative stress among international medical students in an Egyptian university

BackgroundInternational students frequently face difficulties that are specific to the typical college experience, in addition to facing other factors of acculturative stress, including cultural differences, language barriers, and comfortability in accommodation.AimThe study aims to measure the prevalence of acculturative stress among first-year international students enrolled at Faculty of Medicine in an Egyptian University and aims to reveal the factors that are associated with acculturative stress in these students.MethodologyA cross-sectional study was conducted on 422 international students in the academic year 2021–2022, using the Acculturative Stress Scale for International Students (ASSIS). The factors associated with acculturative stress were examined using the following criteria: comfort in accommodation, student adjustment to college, language proficiency, and academic pressure.ResultsThis study showed that 28.7% of the international students were “above the warning sign” of acculturative stress (above 109). The major stressors of acculturative stress among international students were the non-specific concerns, homesickness, and perceived discrimination, while the least reported stressors were fear and guilt. International students who scored in the “above the warning sign” in the (ASSIS) were mostly females (35.3%) and non-Arab students (37.8%). Having a friend or a family member living in Egypt significantly reduced the level of acculturative stress. Moreover, the ASSIS total score showed a negative correlation with the scores for overall language proficiency, comfort in accommodation, academic adjustment, and student adjustment to college.ConclusionAcculturative stress among the studied groups is influenced by several factors, including nationality, English and Arabic language proficiency, academic adjustment, and comfort of living. That being said, the most significant stressor is the country of origin, which is defined in terms of nationality or language proficiency. Consequently, resources that ensure the sustainability and growth of international students throughout their educational process must be made available to a multicultural environment in order to support and retain those students.Clinical trial numberNot applicable.

Factors Influencing Academic Adjustment and Learning Outcomes in Higher Education Institutions in Battambang: A Conceptual Framework

Factors Influencing Academic Adjustment and Learning Outcomes in Higher Education Institutions in Battambang: A Conceptual Framework

Is the Identity Project College-Ready? A Feasibility Pilot Study of an Ethnic-Racial Identity Development Intervention with U.S. College Students

ABSTRACT Ethnic-racial identity (ERI) development promotes psychosocial and academic adjustment during adolescence and early adulthood. However, preventive intervention research into ERI promotion among young adults is limited. The current feasibility pilot study analyzed qualitative data (i.e. interviews, surveys, field notes) to explore the supports and impediments to implementing the Identity Project (IP), an ERI promotive curriculum developed for high-school aged adolescents, with college-going young adults at one U.S. university. Participants (N = 48; M age = 19.52, SD = 1.56; 86.36% female or non-binary) were randomly assigned to participate in the IP curriculum or to only complete surveys; all participants were invited to participate in interviews. Axial coding and thematic analysis revealed that: (a) young adult developmental needs and the ubiquitous salience of ERI in college promoted demand for structured interventions like the IP; (b) college cultural norms and values (e.g., emphasis on instrumental educational aims and ERI not being universal) limited access to the resources necessary for the IP intervention to be practical in college; and (c) implementing the IP as an extracurricular activity is not feasible and should instead be done as a campus requirement. Implications for future IP studies and college-based ERI interventions are discussed.

Students’ beliefs, basic psychological needs, classroom participation, foreign language anxiety, and academic adjustment: A correlation study in Tashkent, Uzbekistan

This study aimed to explore the relationships between study variables that directly and indirectly affect students' beliefs and academic adaptation. A measurement tool model was used to assess participants' ‘academic adjustment’ (academic motivation, academic lifestyle, academic achievement), basic psychological needs factors (autonomy, competence, relatedness), beliefs about assessment factors (benefit for learning, fairness), classroom participation, and students' FLP anxiety. Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to validate the questionnaires. The study sample consisted of 319 university students aged 17–35 years. The findings revealed significant associations among students' classroom participation, autonomy, foreign language anxiety, and relatedness. A significant indirect association with classroom participation through autonomy was also observed. Additionally, classroom participation showed significant correlations with foreign language anxiety, academic motivation, academic achievement, and perceived fairness. Academic achievement was significantly associated with academic lifestyle. Furthermore, classroom involvement was strongly associated with relatedness via foreign language classroom anxiety, and academic motivation was linked to academic lifestyle via academic performance. Academic achievement was linked to fairness via an academic lifestyle. According to the findings, the full mediation model considers all variables directly and indirectly, providing a validated model to guide higher education leaders and staff in developing programs that foster positive associations among the variables. Based on the main findings, limitations and recommendations were provided.

Academic and Social Adjustment to Post-Pandemic Hybrid Learning: A Phenomenological Study of Filipino First-Year Engineering Students’ Experiences

Academic and Social Adjustment to Post-Pandemic Hybrid Learning: A Phenomenological Study of Filipino First-Year Engineering Students’ Experiences

The Impact of Parental Involvement on the Educational Development of Students with Autism Spectrum Disorder.

Parental involvement is vital for the academic success and overall development of students, particularly those with Autism Spectrum Disorder (ASD), who face unique educational challenges. This study investigates the influence of parental involvement on the academic performance and school adjustment of students with ASD, focusing on the interplay of cultural identity and first language in their educational and social growth. The research also seeks to identify the challenges parents face and the strategies they use to support their children. Employing a qualitative, interpretive approach, this study involved 42 parents of secondary school students with ASD in Seville, Spain. Data collection included in-depth interviews and focus group discussions, allowing for a comprehensive understanding of parental experiences. The study found that active parental involvement greatly enhances students' academic performance and emotional well-being. Key strategies include creating structured home environments, utilizing assistive technologies, and fostering open communication with school staff. However, parents reported significant challenges, including limited school resources, communication barriers with educators, and a lack of ASD-specific training for teachers and parents. These challenges often hinder their ability to fully support their children's education. Active parental involvement is crucial for the educational success of students with ASD. The findings highlight the need for improved communication between schools and families, increased resources, and targeted ASD training for both teachers and parents. Additionally, the study advocates for greater investment in assistive technologies to better support students with ASD. Addressing these needs could significantly improve the educational experiences and outcomes for these students.

The interplay between pre-departure and post-departure factors affecting cultural and academic adjustment of international students

PurposeThis paper aims to examine the effect of push and pull factors motivating international students to study abroad as two pre-departure factors to their mobility decision; and the effect of two post-departure factors – cultural distance and academic/university environment – on international students’ adjustment.Design/methodology/approachData were collected from 339 international students studying in Egypt. Structural equation modeling (SEM) was used to assess the effect of the independent variables on two facets of adjustment, the cultural adjustment and the academic adjustment.FindingsThe descriptive studies showed differences in level of adjustments, where the academic adjustment was higher than the cultural adjustment. Moreover, the SEM results have confirmed the significant role of all studied variables on general cultural adjustment; and all variables except for the push factors, on interaction cultural adjustment; and the effect of only push and academic environment on academic adjustment.Originality/valueThis paper is an attempt to extend the work on international students’ mobility via identifying the main pre-departure and the post-departure factors affecting their decision to study in Egypt and the interplay of those factors in shaping their level of adjustment. This study is among a relatively limited attempts in the field that would link push and pull motivational factors to level of adjustment and via detecting the effects on two different adjustments dimensions: the cultural and the academic dimensions; and within an under researched context as Egypt.

Long-term clinical recovery and treatment resistance in first-episode psychosis: a 10-year follow-up study

Illness trajectories in people with first-episode psychosis (FEP) vary significantly over time. Identifying early-course parameters predicting outcomes is essential, but long-term data still needs to be provided. We conducted a 10-year follow-up study of a comprehensive first-episode psychosis (FEP) cohort investigating the prevalence of clinical recovery (CR) and treatment resistance (TR) after ten years, as well as clinical, demographic, and pre-illness predictors of long-term outcomes. 102 participants with FEP DSM-IV Schizophrenia spectrum disorders were recruited within their first year of treatment. The Treatment Response and Resistance in Psychosis Working Group (TRRIP) and the Remission in Schizophrenia Working Group (RSWG) criteria were used to define TR and CR, respectively. At 10-year follow-up, 29 (29%) of the participants were classified as in CR, while 32 (31%) were classified as TR. We also identified a larger middle group (n = 41, 40%) consisting of participants in partial recovery. 7% of all participants had tried Clozapine at the 10-year follow-up. Logistic regression analyses identified insidious onset (OR = 4.16) and baseline disorganized symptoms (OR = 2.96) as significantly associated with an increased risk of developing TR. Good premorbid academic adjustment (OR = 1.60) and acute onset (OR = 3.40) were associated with an increased chance of CR. We identified three long-term outcome groups by using recent consensus definitions. We also identified the potential importance of assessing baseline disorganized symptoms and monitoring patients with insidious onset more closely. Further, the findings suggest that clinicians should pay close attention to early-course parameters and provide adequate treatment to improve long-term outcomes of FEP.

FAMILY LIFE AND PEER INFLUENCE AS CORRELATES OF ACADEMIC ADJUSTMENT OF STUDENTS WITH VISUAL IMPAIRMENT IN OYO STATE, NIGERIA

This paper examines family life and peer influence as correlates of academic adjustment of students with visual impaired. The purpose of the study is to identify the relationship, joint contribution and relative contribution of family life and peer influence to academic adjustment of students with visual impairment. The findings show that, family life and peer influence has significant impact on the academic adjustment of students with visual impairment. The study recommends that, parents should ensure that all necessary support needed by their children with visual impairment must be taking care of so as to help them in their academic pursuit coupled with positive peer influence.

How do Social Achievement Goals Affect Early Adolescents’ Academic Engagement? The Role of Feeling Stressed and Lonely

Research has established the significance of social achievement goals in shaping adolescents’ academic engagement. However, the precise mechanisms underpinning this connection remain incomplete. In two studies involving U.S. middle school students (Study 1 N = 212, Study 2 N = 318), we explored the relationship between social achievement goals, academic adjustment, and the mediating role of social distress and loneliness. High social development goals related to reduced social stress and loneliness, leading to enhanced classroom engagement. In contrast, social demonstration-avoidance goals were linked to elevated loneliness and stress, resulting in diminished classroom engagement. While the mediation effect was unclear for social demonstration-approach goals, they exhibited direct associations with unfavorable classroom engagement indicators. These findings illuminate the intricate dynamics between social achievement goals and academic engagement among early adolescents, emphasizing the role of social distress and loneliness in shaping their classroom experience.

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.

Development and psychometric testing of the clinical adjustment scale for student nurses (CAS-SN): A scale for assessing student nurses' adaptation in clinical settings

BackgroundNurse education is critical for preparing student nurses for clinical practice, but the transition to clinical settings poses numerous challenges. A standardized scale to assess student nurses' adjustment in the clinical area is lacking in the Philippines. ObjectiveThis paper described the development and evaluation of the Clinical Adjustment Scale for Student Nurses (CAS-SN). DesignAn exploratory sequential research design. SettingsNursing schools in three government owned universities in the Philippines. MethodsExpert panels and field pretesting established content and face validity. Inter-item and inter-total correlations and Cronbach's α were used to assess the reliability of the scale. Construct validity was evaluated using exploratory factor analysis (EFA). Criterion validity was evaluated with established measures. ResultsThe CAS-SN comprises 15 items across three subscales: (1) Professional Growth and Interpersonal Engagement, (2) Clinical Competence and Confidence, and (3) Coping and Support StrategiesReliability was excellent and the validity was satisfactory, with significant correlations with academic adjustment, psychological distress, and dropout intention. ConclusionThe CAS-SN was found to be a valid and a reliable for assessing student nurses' clinical adjustment. Implications for nurse educationThe CAS-SN provides a structured framework to assess and monitor student nurses' clinical adaptation, enhancing our understanding of their competence, resilience, and professional identity development. Its integration into nurse education programs can significantly improve the assessment of clinical learning experiences and contribute to better student learning outcomes.

The Association Between Parent–Child Attachment and Academic Adjustment: A Multilevel Meta-Analysis

The Association Between Parent–Child Attachment and Academic Adjustment: A Multilevel Meta-Analysis

Relationships of optimal online learning with academic aptitude, effort, and context mediated by academic adjustment

Relationships of optimal online learning with academic aptitude, effort, and context mediated by academic adjustment

The Key to Study Success: Self-Regulation and Academic Adjustment at Satya Wacana Christian University

Early adulthood is a transition period from adolescence to adulthood. This adult period starts from the age of 18 – 25 years at which time you have entered the world of college as a student. The main task of being a student is to learn with all the obstacles one faces actively and critically. Changes in the learning environment at school with lectures result in many things that students have to adjust to, such as learning styles, friendships and social situations, as well as dealing with lecturers. This research uses quantitative correlational methods. A total of 77 students from the class of 2022 at Satya Wacana Christian University were involved in this research. The results showed that academic adjustment had a significant positive relationship with self-regulation (r=0.527, sig.=0.000). Thus, it can be concluded that the results of this research show that there is a significant relationship between self-regulation and academic adjustment of students class of 2022 at Satya Wacana University. This means that the higher the self-regulation, the higher the academic adjustment of the class of 2022 students at Satya Wacana University, and vice versa. The implications of this research are that universities and faculties can develop programs that can improve self-regulation in new students so that their academic adjustment will be better.Masa dewasa awal merupakan masa peralihan dari masa remaja menuju masa dewasa. Masa dewasa ini dimulai dari usia 18 – 25 tahun yang mana usia ini sudah memasuki dunia perkuliahan sebagai mahasiswa. Tugas pokok menjadi seorang mahasiswa adalah belajar dengan segala rintangan yang dihadapinya secara aktif dan kritis. Perubahan lingkungan belajar di sekolah dengan perkuliahan mengakibatkan banyak hal yang harus disesuaikan oleh mahasiswa, seperti gaya belajar, pertemanan dan sosial, serta menghadapi dosen. Penelitian ini menggunakan metode kuantitatif korelasional. Sebanyak 77 mahasiswa angkatan 2022 Universitas Kristen Satya Wacana terlibat dalam penelitian ini. Hasil penelitian menunjukkan bahwa penyesuaian akademik memiliki hubungan positif signifikan dengan regulasi diri (r=0,527, sig.=0.000). Dengan demikian dapat disimpulkan bahwa hasil penelitian ini menunjukkan bahwa terdapat hubungan signifikan antara regulasi diri dan penyesuaian akademik mahasiswa angkatan 2022 Universitas Satya Wacana. Hal ini berarti semakin tinggi regulasi diri, maka semakin tinggi pula penyesuaian akademik mahasiswa angkatan 2022 Universitas Satya Wacana, dan begitu pula sebaliknya. Implikasi dari penelitian ini universitas dan fakultas dapat mengembangkan program yang dapat meningkatkan regulasi diri pada mahasiswa baru sehingga penyesuaian akademik mereka akan semakin baik.