Adjustment Of First-year Students Research Articles

Emotional Intelligence Dimensions as Correlates of Adjustment among First Year Students of University of Ibadan

Adjustment of freshmen in the higher institution depends on a variety of factors which can have both positive and/or negative influence on their ability to stay focused, motivated and succeed in the school system. Parents, Counsellors Teachers, Curriculum experts and other significant stakeholders have also expressed considerable concern about the level of adjustment of the students especially among the first year students. Some freshmen easily adjust irrespective of the enormous challenges that they encounter while some find it difficult to cope and eventually dropped out of the school. This study, therefore, sought to investigate emotional intelligence dimensions as correlates of adjustment among first year students of University of Ibadan. The study adopted a descriptive survey research design of correlational type. A total of two hundred (200) first year students of University of Ibadan were selected using simple random sampling techniques. Three research questions were raised and answered for the study. Validated and standardized instruments were used to collect the data. Data collected were analysed using the Multiple Regression Analysis and Pearson Product Moment Correlation at 0.05 level of significance. The findings showed that there was significant relationship between self–awareness (r =.704, p<0.05), self-regulation (r =.143, p<0.05), motivation (r =.682, p<0.05), empathy (r =.472, p<0.05) and social skills (r =.700, p<0.05) in relation to adjustment of first year students of University of Ibadan. The independent variables jointly accounted for 52.4% variance in predicting adjustment of first year students of University of Ibadan. In term of contribution to adjustment; self–awareness (β = .428, p<0.05) and social skills (β = .740, p<0.05) had significant positive relative contribution to adjustment of first year students of University of Ibadan. Self-regulation (β = -.091, p>0.05) and motivation (β = -.249, p>.0.05) had no significant relative contribution to adjustment while empathy (β = -.237, p<.0.05) had negative significant relative contribution to the adjustment of first year students at University of Ibadan. Based on the findings, it was recommended that the school management should guide, inform, and advice students by giving good and fantastic orientation programs to the newly admitted students as this would foster excellent adjustment to their new environment. Also, the service of an Emotional Intelligence coach can be employed by parents, school management and even the students, to learn assertive skills, setting boundaries and act of maintaining harmony. Students should also be encouraged to use the right emotional intelligence skills at different situations they find themselves for their proper adjustment in their newly found environment. Keywords: Adjustment, Emotional Intelligence, Self–awareness, Emotional Intelligence, Motivation, Empathy, Social skills

Factors Affecting the Adjustment to College Life of Freshmen Students of College of Business and Accountancy

This research identified the factors influencing the adjustment to college life among freshmen students, specifically focusing on those enrolled in the College of Business and Accountancy. The findings of this study will serve as the foundation for an actionable plan to be presented to the University of Cebu's administration department. A descriptive-correlational research method was employed, utilizing data from the Freshmen Interaction Form gathered over the past decade. The research uncovered a significant correlation between the factors impacting freshmen students' adjustment to college life and their gender. Among freshmen in the College of Accountancy, these factors were found to be linked to their biological sexual orientation. Notably, factors such as Personal, School-Related, Interpersonal, and financial aspects were identified as the primary influencers on the adjustment of first-year students within the College of Business and Accountancy. This study sheds light on the nuanced nature of college adjustment factors, especially among students pursuing business and accountancy degrees, and provides valuable insights for enhancing the support systems and services offered by the University of Cebu.

What Makes Students Adjust to University? The Predictors of College Adjustment: Systematic Literature Review

For many students, starting college marks a significant transition. Students must face many transitions as they enter college, including changes in their life, academic environment, social environment, and adjusting to their independence and responsibilities. Although many students successfully make the transition to college, The importance of transition and adjustment for students in their first year is fascinating to investigate, and this paper investigates college adjustment predictors in assisting students and first-year student in their transition to university. A systematic literature review will turn up several articles on transitions and adjustment of first-year students. The goal of this review is to determine the predictors of college adjustment. According to the findings of a literature review, there are four domain factors that are predictors of college adjustment: personality trait factors, external factors, coping style factors, and demographic factors. The limitation of this review may be added during the selection of the articles, the setting of the articles is not chosen specifically implying the countries are mixed between continents randomly, also the articles chosen are only limited from English language only, implying that the articles written in developing countries are not included and reviewed.

Birth Order Differences and Overall Adjustment among First Year Undergraduate Students in One Selected University

The study examined the effect of birth order differences on adjustment among first year undergraduate students in one selected university in Kenya. A cross-sectional survey research design was adopted. The sample size comprised 213 first year students selected using both stratified and simple random sampling techniques. The adjustment questionnaire was used to collect data. The inferential statistics such as Analysis of Variance (ANOVA) and Tukey’s post hoc tests were used to analyze data. The ANOVA results indicate a significant effect, [F (5, 207)=8.279, p=0.000], of order of birth of first year students on their level of overall adjustment. The Tukey’s HSD Post Hoc test results indicate that 1st born students presented a significantly higher overall adjustment compared to the rest. The study recommends that staff at university counseling centers should develop specific orientation programmes to enhance the adjustment of first year students who occupy later orders of births in their families apart from first born students. Keywords: birth order, overall adjustment, first year, undergraduate students, university

Academic adjustment of first year students and their transition experiences: The moderating effect of social adjustment

Academic adjustment of first year students and their transition experiences: The moderating effect of social adjustment

Emotional Intelligence and Self-Esteem as Predictors of Psycho-Social Adjustment of First Year Students of Peaceland College of Education, Enugu State

Emotional Intelligence and Self-Esteem as Predictors of Psycho-Social Adjustment of First Year Students of Peaceland College of Education, Enugu State

Transition and Adjustment of First-Year Student College in Dormitory: A Literature Review

The importance of transition and adjustment of students in the first year is interesting to study, and this paper examines the role of campus dormitories in assisting first year students in their transition and adjustment. There are several articles on reviews of transitions and adjustment of first-year students to be found. The purpose of this review is to find out the role of dormitories in the transition and adjustment period of first year students. Based on the results of a literature review, we found that campus dormitories can help students in transitioning and adjusting to their first year.

The role of family structure and parenting in first year university adjustment

The first year of university creates new experiences and challenges for first years and lays the foundation for the subsequent years of study. This first year has implications for academic development, mental health, and well-being of students and subsequently student retention. The majority of South African university students stay within their familial home unlike their international counterparts. The family may therefore play a contributory role in adjustment to university but this role is somewhat unclear. The current study therefore aimed to establish the associations between university adjustments of first year students, family structure, and parenting. The study employed a cross-sectional design, with a sample of 556 first year undergraduate students at a South African university. The data were collected using an electronic self-administered questionnaire on a secure online platform using the Perceived Parental Autonomy Support Scale and the College Adaptation Questionnaire. Data analysis included hierarchical regression analyses and one-way analyses of variance to determine and compare the relationships between the variables. The results suggest that students from two-parent families were more adjusted than those from one-parent families. Autonomy-supportive parenting predicted positive university adjustment for the total sample, but only maternal autonomy-supportive parenting predicted good adjustment for students in two-parent families. This study highlights the potential role parents and families may play in the adjustment of first year students to university. This is particularly relevant in South Africa where many students are first-generation students, are challenged in transitioning to university, and this may have subsequent mental health–related challenges.

College Adjustment of First Year Students: The Role of Social Anxiety

This research aims to analyze the correlation between social anxiety and college adjustment. 436 undergraduate psychology students of five universities in Central Java were involved in this study. All respondents completed a questionnaire about student adjustment to college, and social anxiety scale. Canonical correlation was conducted to analyze the data. The result showed that fear of negative evaluation correlates with academic and personal-emotional adjustment, but not with social adjustment and institutional adjustment, while social avoidance and distress correlate with all of the dependent variables. This study suggests about the role of social anxiety to college adjustment. These findings investigate further discussion about appropriate intervention to address adjustment problems among college students.

The Relevance of the Social Sciences for Legal Education

Research indicates that the dropout rate for first year students in universities is traditionally higher than for later years, with external or distance students posing the highest risk of withdrawal from studies of any group. This has been the case with the Bachelor of Taxation in the Australian School of Taxation, Faculty of Law at the University of New South Wales. The Bachelor of Taxation (BTax) program is offered nationally in an off-campus delivery mode and focuses on teaching taxation and commercial law as well as economics and accounting. The majority of its students are in full-time employment, are studying part-time and are generally in the late 20s to early 40s age group. Student peer mentoring has been successfully employed in Australia and elsewhere, as a strategy to support first year university students in their studies. In view of this, the Australian School of Taxation (Atax) introduced a peer mentoring program in 2002 aimed at improving the adjustment of first year students to studying at university. The development of this program was part of the ‘First Year Experience Project’ established by the University of New South Wales to improve the quality of the educational experiences and outcomes for first year students. Mentors were selected from continuing Atax students and also included some recent graduates from the program. An existing mentoring program was adapted to suit the demands of distance learning. This article considers the development and analyses the effectiveness of the BTax student peer mentoring program with particular reference to two cohorts of first year students (in 2002 and 2006). It concludes that the majority of the first year students involved in the student peer mentoring program considered that it helped them to adjust to university study. The mentors reinforced the students’ perceptions, agreeing that the program improved the mentees’ learning approaches and adjustment to university. Furthermore, the mentors identified that the program increased their own self-confidence, as well as benefitting their social and communication skills.

Destigmatizing College Counseling for First-Year Students: A Psychodrama Approach

College counseling centers nationwide have focused on increasing the utilization rate of counseling services because of the beneficial effects of counseling on student adjustment, retention, and academic success (Bray, Braxton, & Sullivan, 1999; Gerdes & Mallinckrodt, 1994). According to Illovsky (1997), it is widely understood that psychological counseling services positively impact retention and grades on college campuses. Turner and Berry (2000) found that students who received counseling in the course of their college careers had a retention rate of 85% compared to 74% for the general student body. Gerdes and Mallinckrodt indicated the importance of learning effective coping strategies through counseling for the healthy adjustment of firstyear students. Early intervention offers the most promising strategy for addressing adjustment and increases the likelihood of success for students who struggle with these issues and other mental health concerns. Given that the primary purpose of counseling services on campus is to provide individual counseling interventions to students whose personal issues interfere with their ability to succeed in an academic environment (Vermeersch et al., 2004; Whipple et al., 2003), it follows that college counseling centers should disseminate information about adjustment, emotional well-being, and social concerns and how to address these. Although some of these students may already have familiarity with counseling, other students may not have interfaced with counseling and need information about the counseling process. Furthermore, students who were previously successful in high school may have difficulty identifying the effects of adjustment issues on their academic and emotional well-being. Because of the negative stigma associated with counseling, this program endeavors, through creative means, to debunk the myths of counseling and to provide practical information about the processes and procedures in order to decrease anxiety or other barriers to scheduling an initial appointment. Many students arrive at college counseling centers without a clear understanding of what will take place. Students who experience distress know they need help but do not know how to make the most of the counseling