Adjustment Of Students Research Articles

Can REBT Reduce Academic Stress and Increase Adjustment in Rural Students?

Can REBT Reduce Academic Stress and Increase Adjustment in Rural Students?

Implementation of Inclusive Education in Regular Schools

Implementation of inclusive education is currently a necessity for students who need special guidance in regular schools. Students with Special Needs (PDBK) have the same rights in obtaining education. For the good of the development and social needs of students with special needs, the government must prepare regular schools that accept students with special needs to study together with regular students in general in classes at the same school, these schools as Schools Providing Inclusive Education (SPPI). SPPI must be well prepared, starting from PPDB technical guidelines, curriculum, facilities and infrastructure, financing, learning methods, Special Guidance Teachers (GPK) to meet students with special needs in learning activities at school adapted to the conditions of students with special needs. City/district education offices need to prepare a ULD (Disability Services Unit) which functions as an important institution to facilitate and seek educational adjustments for students with special needs in the implementation of inclusive education. The city/district education office appoints one of the SPPIs to be a Learning Resource for SPPI schools as a source of support in developing learning for students with special needs in schools. Students with special needs, apart from studying in regular classes, also study with a special curriculum called the Individual Learning Program (PPI). PDBK are also taught about life skills accompanied by GPK in inclusive and scheduled rooms.

Multicultural personality traits of Chinese university students and their effects on the psychological adjustment in the aftermath of COVID-19 in Shanghai: a scale validation.

This study aims to explore Chinese university students' multicultural personalities and examine how they predict the psychological adjustment of students in Shanghai. In addition, the validation of Multicultural Personality Questionnaire Short Form (MPQ-SF) scale developed to assess the multicultural personality traits of individuals is also aimed in Chinese context. Data were collected after the psychological stresses from restrictions imposed by COVID-19 in China that influenced life adjustments for nearly three years. A total of 1,099 university students participated in this multi-stage study. First, the Chinese version of MPQ-SF (MPQ-SF-C) was developed and validated. The impact of MPQ-SF-C dimensions was then tested through path analysis to establish the effects of Chinese university students' multicultural personality traits on their psychological adjustment using the Schwartz Outcome Scale (SOS-10). The MPQ-SF-C yielded a five-factor solution which accounted for 60.14% of the common variance. The findings indicated that cultural empathy (β = 0.23, p < 0.05), certainty seeking (β = 0.13, p < 0.05), open-mindedness (β = 0.48, p < 0.05), and emotional stability (β = 0.24, p < 0.05) had significant influences on adjustment. Only flexibility was found to have a statistically insignificant impact on adjustment at this time in this context. MPQ-SF-C and SOS-10 scales represented very good psychometric properties in terms of their reliability and validity. The MPQ-SF-C shows good psychometric properties and appropriateness for evaluating multicultural personalities in Chinese contexts. The multicultural personality characteristics of university students using this scale well predicted their psychological adjustment.

Head teacher leadership behavior, class collective efficacy and school adjustment of junior high school students: A 2-2-1 multilevel mediation analysis

Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students’ school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment ( b = .326, 95% confidence interval [CI] [.218, .434]), but also an indirect relationship through class collective efficacy (.047, 95% CI [.007, .087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (.051, 95% CI [.007, .096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = .351, 95% CI [.126, .577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.

Psychosocial Adjustment of Students with Special Educational Needs in an Inclusive Institution of Higher Education

Advocators of inclusive education (IE) proclaim that all students, regardless of disabilities or special educational needs (SEN), have the right to study in the normal school setting. Supporters assert that students with SEN benefit in academic performance and psychosocial adjustment via participation in common learning activities within the ordinary education settings. However, outcome research reported mixed results. In the meantime, there has been an increase of students with SEN pursuing their study at tertiary level. Studies suggested that they encountered academic stress and great challenges in higher education. This study aimed to investigate the college well-being, social relationship, and academic self-concept of students with SEN in higher education. A questionnaire was designed for data collection from a self-financing institution via online survey. Results showed no significant differences in college well-being and social relationship between students with and without SEN, but students with SEN, particularly those without religious affiliation were of lower academic self-concept. Students with learning and developmental disabilities and those with mental illness and emotional problems were significantly lower than students with physical and sensory impairments in academic self-concept. Implications of the findings were discussed and limitations of the study were considered.

Academic support for students with learning disabilities: the role of psychological capital in their academic adjustment

ABSTRACT The objective of our study was to examine whether students with LD who receive support from an academic support centre exhibit higher levels of PsyCap and academic adjustment compared to those who do not receive such support. We also examined whether PsyCap mediates the relationship between receiving academic support and the level of academic adjustment in LD students. The sample comprised 245 post-secondary students with LD; half were receiving support from an academic support centre (n = 121, 49.4%); half were not receiving support (n = 124, 50.6%). The methodology involved the analysis of questionnaires using general linear model (GLM) procedures and Spearman correlations. Results showed LD students with access to academic support had higher PsyCap and better academic adjustment. Notably, PsyCap mediated the relationship between academic support and adjustment, suggesting support positively correlates to PsyCap, which then positively correlates to academic adjustment. The findings suggest that while academic support is beneficial, PsyCap may be a more critical factor in the academic adjustment of LD students, regardless of support. We therefore suggest that by working on utilising LD students’ PsyCap, support centres may facilitate these students’ academic adjustment. The findings have implications for educational policy and the design of support programmes in higher education.

Psychological Problems Of Social Adjustment In Grade 2 Children At Sd N 37 Pagambiran

This research is motivated by the difficulty of social adjustment for students. This social adjustment shows that some students find it difficult to understand the lesson, so in this study it can be formulated how teachers and students interact in the classroom. The purpose of this study was to implement the influence of teacher motivation, students' self-confidence in social adjustment in the classroom. This study uses a qualitative method. Data was collected using questionnaires and interviews. Respondents in this study amounted to 4 people. While the qualitative analysis is taken from the interpretation of the data by providing information and explanations. The results showed that student motivation, teacher motivation, and student attitudes with classmates in social adjustment in the classroom. The motivation of other students also has a higher effect on the social adjustment of students with problems

Relationship between the College Student and the Campus Club: An Evolutionary Game Theory Analysis.

In this paper, we use an evolutionary game theory approach to build a relationship model of students and clubs for the purpose of improving student enthusiasm for participating in club activities. First, the process of the model building is introduced, which mainly includes the basic assumptions and the equilibrium point stability analysis. Based on this analysis, we find that the motivation adjustment of students and clubs is a dynamic process and that unilateral efforts alone cannot achieve an ideal result. Then, we use real data from Yanshan University to evaluate the model, the results of which indicate that the model can analyze the relationship between students and clubs effectively. Finally, we provide relevant suggestions based on the model established in this study, whereby we contribute a theoretical basis and practical guidance for how students can actively participate in clubs, as well as how clubs can better develop themselves.

Identifikasi Faktor Kesulitan Belajar Membaca Siswa di Kelas VI di SDN Karangpawitan III

This study aims to determine the factors that cause difficulties in learning to read for students. The type of this research is descriptive qualitative research. The subjects of this research consist of sixth grade students and the homeroom teacher of the sixth grade. Data collection methods include interviews, observations, and documentation. The data obtained is then analyzed to determine the internal and external factors that cause difficulties in learning to read for students. The results of the study show that the factors causing difficulties in learning to read for sixth grade students at SDN Karangpawitan III are caused by internal factors (low intelligence, low student learning motivation, low student interest in reading, as well as social and emotional maturity and unstable student adjustment) and external factors (less varied teaching methods by teachers and lack of parental attention to students in the family environment). Therefore, it can be concluded that there are several factors causing difficulties in learning to read for students, namely internal and external factors.

고등학생이 지각한 과보호적 부모양육태도와 회복탄력성이 학교적응과 우울에 미치는 영향

Objectives The purpose of this study is to find out how overprotective parenting attitudes and resilience affect school adjustment and depression of high school students.&#x0D; Methods The purpose of this study, a survey was conducted on 360 male and female student enrolled in high school in Busan and Gyeongnam, Date 353 finalists excluding unresponsive or unscrupulous responses were used of final result analysis. The collected is analyzed by SPSS ver 24.0 program.&#x0D; Results First, there is a significant correlation between overprotective parenting attitudes, resilience, school ad-justment, and depression perceived by high school students. Second, the sub-factors of overprotective parenting attitudes and resilience perceived by high school students influence school adaptation. Third, the overprotective parenting attitudes and resilience perceived by high school students influence depression.&#x0D; Conclusions There for high school students school adjustment and depression, if parents excessive over-protection is reduced and resilience is improved adaptability can be increased and depression can be reduced. These results are meaningful in that they provided a theoretical basis for improving high school students school adjustment and preventing depression.

How positive childhood experiences foster college students' adjustment: the role of sibling number and self-esteem.

In recent years, growing concern has emerged regarding the mental health and well-being of college students who confront numerous challenges and transitions during their higher education journey. This research aims to investigate the influence of positive childhood experiences on the adaptability of college students and the underlying mechanisms. A cross-sectional survey was conducted with 5,787 college students from Chinese universities. Participants completed an online questionnaire assessing positive childhood experiences, self-esteem, the number of siblings, and China college students' adjustment. The results revealed that positive childhood experiences positively predicted the adjustment of China college students, with self-esteem playing a mediating role in this positive effect. Moreover, siblings played an antagonistic moderating role in the positive effect of positive childhood experiences on China college students' adjustment. It is recommended to enhance positive childhood experiences, improve self-esteem, and provide additional care and support to students from multi-sibling families to enhance China college students' adjustment.

Adjust or crumble while studying abroad

Abstract This study provides greater understanding of the student characteristics and practices that affect the success of a study abroad experience as evidenced by students’ adjustment. Two personal characteristics of students, grit and cultural intelligence (CQ), and one learning behavior, reflective thinking, were investigated. The study was conducted among undergraduate students from the United States participating in study abroad semester programs with 309 matched/completed surveys returned. Results show that grit, entailing consistency of interest and perseverance of effort, has a positive effect on student adjustment when abroad. Also, three of the four dimensions of CQ (metacognitive, cognitive, and motivational) positively influenced study abroad; however, behavioral CQ did not have a significant effect. Furthermore, this study demonstrates that reflection and critical reflection have a positive impact on students’ adjustment when abroad. These results can inform the design of study abroad orientation programs to better facilitate cultural adjustment.

PENGARUH DUKUNGAN SOSIAL TERHADAP PENYESUAIAN DIRI SANTRI KELAS 7 DI SMP ISLAM EXCELLENT AS SYAFI’AH NGANJUK

Students who have just entered the Islamic boarding school must be able to adapt themselves. They must participate in all activities that exist at the Islamic boarding school, both formal and non-formal. Besides that, students must adapt well, so social support is needed from people around the students, but the social support given to students is not always optimal, this causes students to have difficulty adjusting themselves. The purpose of this study was to determine the effect of social support on the adjustment of new students in grade 7 at the SMP Islam Excellent As Syafi’ah Nganjuk. This study uses a quantitative with a correlational type that is measured using two scales, namely social support and self-adjustment. The subjects in this study were new students in grade 7 Islamic Middle School Excellent As Syafi'ah Nganjuk. totaling 158 students.&#x0D; The results in this study indicate that there is an influence of social support on self-adjustment. Social support has a significant effect on adjustment with a sig value of &lt;0.05 (0.000 &lt;0.05) and social support affects adjustment with a percentage value of 32.1%.&#x0D;

Factors Influencing Adjustment of Intermediate Students

The present research work has been undertaken to study the Adjustment of Intermediate Students. The study was conducted on a sample of 1000 students of Intermediate students selected from rural and urban schools of Guntur District in Andhra Pradesh. The collected data was analysed by statistical techniques t-test. The results showed that Intermediate students exhibit better-than-average adjustment.

A Comparative Study on Adjustment and Self Concept of the adolescent students

Social adjustment is a major psychological facet influencing the personality of an individual. This study compares social adjustment among adolescent students with respect to gender and location. A sample of 100 adolescence students were selected through a random sampling method. To measure social adjustment, the social adjustment scale developed by Weismen and Paykal(1974) was used and the data was statistically analyzed. A significant difference was found in the level of social development between boys and girls, but not between kids from rural areas and those who live in cities.

Examining the Effectiveness of the Imago Therapy Approach on Marital Adjustment and Love Styles in Married Students with Early Marriages

Objective: This study aimed to investigate the effectiveness of the Imago therapy approach on marital adjustment and love styles in married students with early marriages. Methods and Materials: The research employed a semi-experimental method with a pre-test and post-test design with a control group. The statistical population studied included second-year high school students from vocational and technical schools in Mashhad during the 2021-2022 academic year. A purposive sampling method was used, and the participants were randomly assigned to a 15-member experimental group and a 15-member control group. The experimental group underwent 10 sessions of Imago therapy intervention and training. Subsequently, post-tests were conducted using questionnaires on both groups, and follow-up tests were administered at the end. To measure the level of marital adjustment, the Spanier Marital Adjustment Questionnaire (1976) was used, and to assess attitudes toward love, the Hendrick Love Attitudes Scale (1986) was utilized. The data were analyzed using inferential statistics through the SPSS statistical software. Findings: The results of the covariance analysis indicated that the Imago therapy model was effective in increasing marital adjustment and love styles, suggesting that this approach can be used in therapeutic and counseling sessions. Conclusion: The findings of this study indicate that Imago therapy significantly improves marital adjustment and love styles in married students with early marriages. Post-intervention scores in the experimental group showed a meaningful increase in marital adjustment and strong attitudes toward love compared to the control group. Thus, Imago therapy is an effective intervention for enhancing marital satisfaction and relationship quality in this population.

Students’ Adjustment to University Life: Evidence from Lived Experiences

The study explored the challenges students face when adjusting to university life at a public university in Zambia, based on their lived experiences. The transition to university presents numerous difficulties, including adapting to new environments, managing financial and academic pressures, and navigating social dynamics. Rooted in the constructivism paradigm, this exploratory qualitative study employed a hermeneutic phenomenological design to collect data through in-depth interviews with fifteen students who requested for counselling. The study identified key challenges impacting student adjustment, such as unpreparedness for university life, economic hardships, inadequate accommodation, and bullying. Financial instability was highlighted as a major stressor, affecting students’ ability to meet basic needs and maintain academic performance. Social factors, including peer relationships and a sense of belonging, were also crucial in influencing adjustment. Negative experiences, such as bullying and isolation, further compounded students’ challenges. The study also examined potential interventions, with students suggesting the need for improved orientation programs, accessible counselling services, financial aid, and better accommodation. The findings highlight the importance of institutional support in helping students cope with the multifaceted challenges of university life. By addressing the raised issues, universities can improve student retention, well-being, and academic success. The study contributes to a deeper understanding of student adjustment at public universities and offers practical recommendations for enhancing student welfare services.

Exploration of Factors Influencing the Psychological Adjustment of First-Year College Students Based on Multivariate Data Analysis

Abstract This study emphasizes the critical role of psychological adaptation in the growth and development of college students, a cornerstone of successful higher education. We identify critical challenges by exploring first-year students’ psychological adjustments to their new academic environments and propose targeted strategies to enhance their integration into university life. Utilizing a questionnaire-based analysis to pinpoint areas of psychological misadjustment, our research offers practical solutions to facilitate smoother transitions for students, thereby improving the overall effectiveness of college education.

Examining adjustment in college students from single-parent and forced single-parent families

Examining adjustment in college students from single-parent and forced single-parent families

Adjustment and Emotional Competence of Students of Colleges of Education

Adjustment and Emotional Competence of Students of Colleges of Education