Adjustment Of Students Research Articles

Appraisal of Transition Challenges and Adjustment of First-Year Students at a Nigerian University

Advancement in educational pursuit seems to be an ideal dream for the majority of students preparing to leave secondary school to enter university. Students at this stage have conceptualized courses and professions they would like to follow, the types and names of universities they would like to attend, and are mostly overwhelmed by the euphoria of leaving secondary school for university without the knowledge of the demands, the challenges and the expected behavior awaiting them in their envisioned dream of an institute of higher learning. Purpose: This paper appraised the transition challenges and adjustment strategies of first-year students in Obafemi Awolowo University, Ile-Ife, Nigeria. Methodology: A descriptive survey research design was employed. A simple random sampling technique was used in selecting five of the eight departments in the Faculty of Education. A convenience sampling technique was used in selecting 200 participants in the departments selected for the study. A questionnaire titled ‘First Year Students Transition Challenges and Adjustment Questionnaire’ (FYSTCAQ) made up of four sections was used to obtain data from the sample. Results: The findings showed that first-year students experience transition challenges among which are cultural, social and economic. Separation, identification, and integration into the university lifestyle were coping strategies employed by the first-year students. Conclusion: Raising the consciousness of the university community (management, lecturers and non-teaching staff, and even older colleagues) to render necessary assistance, provide necessary support, and motivate first-year students to develop workable strategies that will help them cope with the university demands were recommended.

The Influence of Self-Efficacy and Social Support on Adolescent Self-Adjustment in Islamic Boarding Schools

This research aims to explain the impact of self-efficacy and social support on the adjustment of new female students at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School. The method used was quantitative research with an ex-post facto approach, and the sample consisted of 100 new students from various levels of education (SMP, SMA, MA, and SMK) at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School Foundation. Data collection was carried out using a questionnaire using three Likert scales, namely the self-efficacy scale, social support, and adjustment. Data analysis was carried out using simple linear regression techniques. The research results show the following findings: First, self-efficacy has a significant effect on the adjustment of new students and female students, as shown by a significance of 0.000. This shows that the level of self-confidence of students in overcoming the challenges and burdens of Islamic boarding schools has a positive impact on their ability to adapt. Second, social support also has a significant influence on adjustment, with a significance of 0.035. Support from the surrounding environment, both from fellow students and teachers, plays an important role in helping students adapt to the new Islamic boarding school environment. Third, there is a significant influence between self-efficacy and social support on the adjustment of new students and female students at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School. These results indicate that internal (self-efficacy) and external (social support) factors together have a positive impact on the adjustment abilities of new students. This research makes an important contribution to understanding the factors that influence the adjustment of new santri and female students in the Islamic boarding school context, with potential implications for the development of support and coaching programs for those new to the Islamic boarding school environment.

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 & Lopez, 1998) which consists of 18 items, and the adjustment scale (Haber & 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.

THE MEDIATING ROLE OF SOCIAL SUPPORT IN THE RELATIONSHIP BETWEEN POSITIVE PSYCHOLOGICAL CAPITAL AND SOCIOCULTURAL ADAPTATION AMONG CHINESE INTERNATIONAL STUDENTS AT MALAYSIAN UNIVERSITY

The purpose of this study is to investigate the relationship and mechanisms influencing the positive psychological capital, social support and sociocultural adaptation of Chinese international students pursuing higher education in Malaysian universities. Through quantitative research methods, the mechanisms that facilitate or hinder the successful sociocultural adaptation of Chinese international students to a new sociocultural environment are revealed. Given the increasing popularity of cross-border international student mobility, this study is highly relevant and provides important insights into the potential opportunities and challenges posed by such mobility. The findings suggest a significant positive relationship between psychological resources (positive psychological capital) and sociocultural adaptation among Chinese overseas students. Meanwhile, social support played a partial mediating role, facilitating the transformation of internal strengths (psychological capital) to external outcomes (sociocultural adaptation). The findings of this study have important implications for university assistance programmes that aim to improve the success and well-being of Chinese overseas students by enhancing psychological resources. Furthermore, this investigation contributes fresh insights to the wider discourse on intercultural education, clarifying how psychological elements impact international student adjustment within such contexts. It serves as a foundation for crafting more impactful interventions targeted at mitigating acculturative stress encountered by international students during their overseas academic pursuits.

The impact of moderate-intensity basketball intervention on the physical self-esteem and school adjustment of first-year high school students.

This study conducted an 8-week experiment with the basketball sports intervention program to explore the relationship between the basketball sports intervention program and the physical self-esteem and school adjustment of first-year high school students, providing references for first-year high school students' school adjustment and related research. Using convenient sampling,88 students in two classes of grade one in a senior high school in Changzhou were selected as the experimental research objects and were randomly divided into experimental groups (basketball) 44 people (20 male and 24 female; control group routine physical education) 44 people (23 male and 21 female). The exercise intervention lasted 8-week, 3-times-a-week with about 30 minutes of moderate-intensity exercise each time. The control group had normal sports activities, and the exercise intensity was not monitored. The Physical Self-esteem Scale and the School Adaptation Scale were used to measure the data in a group manner before and after the experiment. All data were statistically analyzed with SPSS26.0. (1) After 8 weeks of basketball intervention, the post-test level of school adaptation of first-year high school students was significantly higher than the pre-test (p<0.01), and the post-test level of physical self-esteem was significantly higher than the pre-test (p<0.01). (2) Basketball intervention can directly affect the school adaptation of first-year high school students and indirectly affect the school adaptation through physical self-esteem. The direct effect was 86.79%, and the indirect effect was 13.21%. (1) Intervention of moderate intensity basketball can improve first-year high school students' school adaptation and physical self-esteem. (2) Intervention of moderate intensity basketball can directly improve first-year high school students' and school adaptation by improving individual physical self-esteem. Physical self-esteem plays a partial intermediary role between basketball and school adaptation.

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.

Influence of Educational Measures on Emotional Adjustment in Students with and without Specific Learning Difficulties according to Gender

The prevalence of mental health problems in adolescence is high, and it would appear that certain conditioning factors such as having a Specific Learning Disability (SpLD), the application of educational measures (repeating a school year), or gender can have an impact on the socioemotional development of adolescents. However, we do not yet have a clear picture of the role played by each variable or whether there are interactions between them. Therefore, the objective of this study is to analyse the effect of these independent variables on internalising problems (anxiety and depression) and on personal resources (self-esteem, social competence, and awareness of the problem). The sample is composed of 80 students, 40 with SpLD and 40 control, aged between 12 and 17 years old, matched in terms of age and gender. The results indicate that the variables Specific Learning Disabilities and educational measures have a negative impact on internalising problems and personal resources of adolescents, while there is no significant effect with respect to gender. In addition, we identified interactions between having SpLD and being held back a year. We therefore call into question the negative impact of repeating a school year according to the condition.

Investigating the State of Self-Expression and its Relationship with Adjustment and Self-Efficacy of Students: Evidence From a Cross-sectional Study in Southern Iran

Investigating the State of Self-Expression and its Relationship with Adjustment and Self-Efficacy of Students: Evidence From a Cross-sectional Study in Southern Iran

Predicting social adjustment based on mindfulness and emotion regulation in university students through panel data model

Background: Given the important role of social adjustment in improving mental health and quality of life among university students, we must analyze the factors affecting adjustment. The present study aimed to investigate the relationship between mindfulness and emotion regulation with social adjustment in university students. Methods: In this descriptive-correlational study, the path analysis method was used with panel data to predict social adjustment based on mindfulness and emotion regulation in university students. The statistical population included all university students in Ahvaz (Iran) in 2022–23. Convenience sampling was employed to select 222 students (177 females and 45 males), who responded to different questionnaires on mindfulness, emotion regulation, and social adjustment at two points of time two months (8 weeks) apart. Results: The findings indicated that mindfulness had a positive significant relationship with emotion regulation in university students (P&lt;0.001). However, emotion regulation had no significant effect on students’ mindfulness. Moreover, there was no significant relationship between emotion regulation and social adjustment in the students. Conclusion: According to the results, mindfulness can be employed to enhance emotion regulation in university students. Given the importance of social adjustment in the mental health and academic achievement of university students, future studies should analyze the relationships between other psychological variables and social adjustment.

Adjustment and campus friendliness for international students studying in the United States

International students are an increasingly important population in the United States, growing in both size and contributions. While research has outlined challenges encountered by international students and the importance of campus climate, little research has defined and empirically assessed the friendliness of college and university campuses toward international students from the students’ perspectives, which was the aim of the current study. Universities with large international student populations were invited to distribute a survey that included the International Friendly Campus Scale (IFCS; Wang, et al., 2014) and two open-ended questions about students’ positive and negative experiences. The sample included 938 international students from eight universities in the United States, of which 622 and 566 students answered the first and second open-ended questions, respectively. Through thematic analyses of the open-ended questions, this study identified factors that international students find most helpful for their cross-cultural adjustment in addition to aspects of their campuses that could be improved. Results suggest that helpful factors for international student adjustment include social support, events, campus resources, access to shared and diverse cultures, an inclusive environment, language fluency and opportunities for learning, and individual characteristics. Areas of improvement include increased events and socialization, better communication, a more welcoming attitude toward diversity, improved administrative support, more financial support, and decreased discrimination. Additionally, correlation and group comparisons were used to assess international students’ perception of campus climate and compare patterns between different demographic groups. Practical suggestions based on these results are also discussed.

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.

The relationship of the three “As” of adaptation: Acculturation, adjustment, and academic engagement of Ukrainian war refugees in Estonia’s schools

The article reports on a qualitative study of how schools in Estonia were incorporating Ukrainian war refugee students in the spring of 2023. Observations and interviews were conducted in 7 schools with teachers, school administrators, psychological support staff, refugee students in grades 7–12, and their parents. The study found that schools were balancing three overlapping goals: (1) to ensure psychological adjustment of the refugee students by creating a safe, supportive, and welcoming school environment; (2) to provide students with opportunities to learn and be academically successful, and (3) to facilitate acculturation of refugees into Estonian culture and language. These three “A’s”: adjustment, academics, and acculturation were important in all schools in the study. As schools engaged in implementing the three goals, they found that at times they were in conflict with one another, requiring them to prioritize some and de-emphasize others. The Ukrainian secondary school was created specifically for these students and prioritized adjustment but faced challenges motivating students to engage academically and learn the Estonian language. Russian-medium schools provided the easiest access to the academic curriculum in Russian, without the need to acculturate; but students experienced some anti-Ukraine attitudes from peers and teachers. In Estonian-medium schools, students had the best opportunity to learn Estonian but felt socially isolated and were unable to engage with the Estonian-language curriculum. The study highlights the need for schools to balance these different goals and work to resolve contradictions as they arise in their unique context.

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.

COVID-19 vaccine related anxiety mediates the association between COVID-19 related anxiety and student adjustment to college during the pandemic: Correspondence

This is a correspondence on published article on COVID-19 vaccine related anxiety mediates the association between COVID-19 related anxiety and student adjustment to college during the pandemic.

Understanding the interrelations between cultural empathy, intercultural communication competence, and the psychosocial adjustment of international students in Canada: A longitudinal examination

International education offers transformative potential for personal and professional growth. Yet, navigating a new culture can be challenging due to language barriers and cultural differences. This longitudinal research delves into the potential of cultural empathy in promoting adjustment-related well-being of international students, particularly through enhancing their intercultural communication competence (ICC). Drawing upon the Process Model of Intercultural Competence and the Integrated Model of Intercultural Communication Competence, the current study (1) examines the interrelations of English Proficiency, Behavioral Flexibility, Ease of Interactions, Communication Effectiveness, and Communication Appropriateness as factors underlying a higher-order construct of communicative competence; and (2) explores the cross-temporal associations between cultural empathy, the five factors of ICC, and the psychosocial adjustment of international students to their host country. Students from a western Canadian university (N = 213) participated in the current study, who were surveyed three times over a 7-month period. The findings from confirmatory factor analysis underscore the integral role of interaction comfort, as well as effective and appropriate intercultural communication in fostering ICC. The random-intercept cross-lagged panel models reveal differential associations between cultural empathy, psychosocial adjustment, and the ICC factors, highlighting the merits of examining ICC in its constituent elements, as well as the importance of harbouring empathic, effective, and appropriate intercultural communication in cultivating positive intercultural experiences for international students. Together, the present findings provide insights for (1) advancing research on intercultural competence, and (2) developing initiatives in building a more empathic and inclusive global community that welcomes and supports international students in their sojourn.

Promoting Psychosocial Adjustments of Cross-Border Students in Hong Kong: A Resilience and Social Capital Framework.

Nearly 28,000 children, ranging from kindergarten to secondary-school age, commute between mainland China and Hong Kong for education on a daily basis. They are known as cross-border students (CBS)-those who legally hold permanent Hong Kong citizenship and attend schools in Hong Kong, but reside in mainland China, a unique population in the context of cross-border migration. Social media has reported various challenges faced by CBS, but systematic research on this population is limited. This study proposes a resilience and social capital framework to understand the psychosocial adjustments of CBS when faced with different levels of adversities. Using data from a cross-sectional survey of 445 CBS, this study examines how family and community social capital promote the self-esteem, mental well-being, happiness, and life satisfaction of CBS through individual resilience in the face of single and multiple adversities. The results of structural equation modelling suggest that family social capital serves as a significant promotive and protective factor for the self-esteem, mental well-being, happiness, and life satisfaction of CBS in the presence of both single and multiple adversities, while community social capital can promote only mental well-being of CBS in the presence of single or no adversity. Theoretical and practical implications of these findings for researchers, parents, and service professionals are also discussed.

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students.

This study investigated the associations between teachers' culturally responsive teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate (CDC), and the academic and psychological adjustment of elementary school students in culturally diverse German classrooms. The sample included 41 teachers and 234 fourth grade students (Mage = 10.48, SDage = 0.56, 55% female; 38% first immigrant generation). We conducted multilevel analyses to assess the associations between teachers' CRT self-efficacy, student-perceived CDC (i.e., equal treatment by students and heritage and intercultural learning), and students' school achievement, school belongingness, and life satisfaction. We performed mediation analyses to investigate to what extent student-perceived CDC explains the association between CRT self-efficacy and student outcomes. Additionally, we explored the moderating role of students' immigrant generation in the associations. Teachers' CRT self-efficacy and student-perceived equal treatment were positively related to mathematical competence and German vocabulary. Student-perceived heritage and intercultural learning was positively associated with school belongingness and life satisfaction but negatively with reading comprehension. Equal treatment and heritage and intercultural learning did not mediate the relation between CRT self-efficacy and children's adjustment. Findings did not vary across students' immigrant generation. Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Study on Emotional Intelligence of Secondary Madrasah Students in Relation to Adjustment of West Bengal

The purpose of the present study was to study Emotional Intelligence and adjustment of secondary madrasah students. The sample of the study consisted of 269 class X madrasah students of North 24 Parganas and Howrah, West Bengal. To measure the emotional intelligence, construct the researcher employed A. K. Singh and Shruti Narain. (2021) and Adjustment Inventory for School Students developed by A. K. P Sinha and R. P. Singh (2020). A random sampling technique was adopted in this descriptive survey research. The collected data were analyzed using statistical tools like mean, standard deviation, t- test and Correlation. The findings of the study indicated that significant relationship and positive correlation between Emotional Intelligence and adjustment of secondary madrasah students. Key words: Emotional Intelligence, Adjustment, Madrasah, Students.

The dynamics in the relationship between perceived cultural distance, cultural intelligence and adjustment of international students

This study investigates the dynamics between perceived cultural distance (PCD), cultural intelligence (CQ), and international students’ sociocultural, psychological, and academic adjustment. It examines whether CQ (its total score and four sub-components separately from the total CQ) moderates the relationship between PCD and adjustment. By investigating all three dimensions of students’ adjustment, and also distinguishing the four aspects of the CQ, it provides an especially fine-grained analysis of the link between PCD, CQ and international students’ adjustment. In a cross-sectional study, 341 international college students from several universities in the Netherlands participated in an online survey. Moderation analysis (Hayes Process Macro) indicated that overall CQ and motivational CQ moderated only the relationship between PCD and sociocultural adjustment. Further analysis show that when age, gender, level of study, and region of origin controlled, PCD consistently predicted all aspects of students' adjustment negatively. Overall CQ predicted only sociocultural and academic adjusment, but motivational CQ influenced all aspects of adjustment. Together, these results provide an insightful understanding of the role of international students' CQ in their adjustment in the face of cultural differences.