Scholastic Adjustment Research Articles

Feedback Sensitivity, Scholastic Adjustment and Prosocial Behavior: The Mediation Effect of Academic Self-Efficacy

Empirical findings support the important role played by prosocial behavior and scholastic performance in significantly affecting adolescents’ long-term psychosocial adjustment. Furthermore, several studies showed the positive impact of academic self-efficacy in affecting adolescents’ social and academic functioning; however, no studies have investigated the effect of other important personality structures, such as students’ feedback sensitivity. The present study aims to investigate the effects of adolescents’ feedback sensitivity (reward sensitivity/punishment sensitivity) on their prosocial behavior and scholastic performance, also examining the potential indirect effect of academic self-efficacy on the association between reward/punishment sensitivity and prosocial behavior/scholastic performance. The participants were 132 adolescents from Rome (Italy). A structural equation model showed a positive and significant effect of academic self-efficacy on scholastic performance and prosocial behavior, a positive significant effect of punishment sensitivity on prosocial behavior, a positive significant effect of reward sensitivity on academic self-efficacy and a significant indirect effect of academic self-efficacy on the association between reward sensitivity and scholastic performance. The results of this study are useful in terms of practical implications to promote students’ adjustment.

GUIDANCE COUNSELLOR’S STRATEGIC ROLES AND SCHOLASTIC ADJUSTMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN RIVERS-EAST SENATORIAL DISTRICT, RIVERS STATE, NIGERIA

This study investigated guidance counsellor’s strategic roles and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State, Nigeria. The study adopted correlational research design. The study was guided by three research questions and three null hypotheses. The population of the study consisted of 82,649 public senior secondary school students in the area. The sample size was 400 senior secondary school students which was adopted through the use of simple random sampling technique. The instrument for data collection was a structured questionnaire, titled: “Guidance Counsellor’s Strategic Roles Questionnaire’’ (GCSRQ) and Scholastic Adjustment Scale (SAS)”. The instruments were validated by experts in department of Educational Psychology, Guidance and Counselling. The reliability of the instrument was determined through test re-test reliability method which a reliability index of r=0.73 for (GCSRQ) and r=0.72 for (SAS). Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The study revealed that there was a positively strong correlation between guidance counsellors assessment role, guidance counsellors career-guidance role, guidance counsellors emotional support role and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State. It further revealed that there was significant relationship between guidance counsellors assessment role, guidance counsellors career-guidance role, guidance counsellors emotional support role and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State. It was recommended among others that the; Government in collaboration with the Counselling Association of Nigeria (CASSON) should set-up counselling centres at all secondary schools in Rivers-East Senatorial District to help combat adjustment challenges of students.

Psychological Challenges and School Adjustments of Undergraduates with Physical Disabilities in Rivers State Owned Universities

This paper examined the psychological challenges and school adjustment of undergraduates with physical disabilities in Rivers State owned universities which are Rivers State University, Port Harcourt and Ignatius Ajuru University of Education, Rumuolumeni. The paper adopted a correlational research design and was guided by three research questions and three corresponding hypotheses. The aim of the paper was to determine the relationship between psychological challenges and school adjustment of undergraduates with physical disabilities in Rivers State owned universities. The population comprised of twenty-five (25) undergraduates with physical or mobility impairment. Hence, the population and the sample size are the same, the sampling technique adopted was the census sampling technique or block sampling technique. The instrument of data collection was a self-developed questionnaire which was validated by three experts in Special Education, Psychology as well as Measurement and Evaluation. The reliability of the instrument was obtained using Pearson Product Moment Correlation and a co-efficient of 0.85 obtained. The research questions were answered and hypotheses tested using Pearson Product Moment Correlation at 0.05 level of significance. The results on the test on hypotheses revealed that there is significant negative relationship between anxiety, depression, low self-esteem and scholastic adjustment of undergraduates with physical disabilities in Rivers State owned universities. The paper recommended among others that the university administration should give more time to undergraduates with physical disabilities to complete and turn in assignments and examination because of the strain their disability puts on them.

دافعية التعلم وعلاقتها بالتوافق الدراسي لتلاميذ(الحلقة الأخيرة)مرحلة التعليم الأساسي بمحلية شرق النيل بالخرطوم

This study aims to investigate the relationship between learning motivation and scholastic adjustment among basic school pupils in East Nile locality. The study also attempts to identify the differences in learning motivation among pupils according to gender, class and pupils' parental educational level. To achieve these aims, the researchers applied the descriptive-correlation method. A Stratified random sample of 570 pupils was selected from different educational sectors in East Nile Locality. Tools of data collection consisted of the following: a preliminary information form, a learning motivation scale in addition to scholastic adjustment scale for basic school pupils. The Statistical Package for Social Sciences (SPSS) has been used to analyze the data by applying the following statistical tests: Pearson correlation coefficient, t-test, Cronbach’s alpha equation and Spearman correlation coefficient. The study arrived at the following results: the pupils’ learning motivation of East-Nile Locality is statistically above the average; there is a significant positive correlation between learning motivation and scholastic adjustment among basic school pupils of East-Nile Locality; there is a positive correlation coefficient between learning motivation and pupils’ fathers’ education;. there is no statistically significant correlation between learning motivation with pupils’ mothers’ educational level; there is no statistically significant difference in learning motivation according to pupils’ class (Seventh-Eight); no statistically significant differences in learning motivation according to pupils’ gender (male-female.mm

Sex differences in fundamental movement skills of a selected group of 6-year-old South African children

ABSTRACTBackground: Motor competence is emerging as an important marker of health, while adequate basic movement patterns, body control and body awareness are important building blocks of more specialized body movements and scholastic adjustment during early childhood. This study examined fundamental movement skill competency and explored sex differences in 6-year-old children. Method: A convenience sample (N = 72, 35 boys, 37 girls, 6.3 years) was assessed cross-sectionally, using both qualitative and quantitative methods of assessing locomotor (8), object control (4), stability (6), body awareness (3), and body coordination skills (3). Results: Descriptive statistics, frequency tables and independent t-testing (p ≤ .05) indicated that overall body coordination and throwing skills showed poor mastery. Sex differences favouring girls were found in rope jumping, one-legged balancing, hopping and body awareness (p < .05) while boys showed superior kicking skills (p = .04). Conclusion: Opportunities should be provided to improve overall body coordination, body awareness, and stability skills in boys, and object control skills in girls with targeted support in certain skills.

“School Readiness” and Socio-demographic Variables: The Role of the Cultural Status of the Family on the Prerequisites of Scholastic Learning

“School readiness” comprises the cognitive, social, and behavioral abilities and competences involved in school learning. Environment in which children live and grow influences “school readiness.” Social and cultural disadvantages are some of the main variables that interfere with a positive scholastic adjustment. The main goal of this study was to investigate the relationship between children’s “school readiness” and cultural status of the family. Participants were 456 Italian preschoolers aged 4 and 5 years old. School readiness and some indicators of the cultural status were assessed. Results showed that cultural level and the cultural resources are related to acquiring the basic skills that are the prerequisites of the school learning. In particular, the education of the father and the area (urban area, suburbs or rural) in which child lived influenced the prerequisites of scholastic learning. Children who lived in a village presented higher risk of developing learning difficulties compared to their peers who lived in a town. Emphasizing the role of the cultural background of the family on children’s “school readiness” is important. It might assist in identification children who present low level of the skills that are the prerequisites of the school learning, with adoption of effective measures aimed to favour the increasing of the inadequate skills. DOI: 10.5901/mjss.2016.v7n2p287

A Study on the Correlation between Middle School Students' Eating Disorder Behavior and Scholastic Adjustment

The purpose of this study was to verify the difference of middle school students’ eating disorder behavior and scholastic adjustment according to the gender and weight group and evaluate correlations between their eating disorder behavior and scholastic adjustment. A survey was conducted in middle school second graders attending five schools located in Seoul. Results from 355 questionnaire sheets were utilized for statistical analysis, and the results were gained as below: With regard to eating disorder behavior by gender, female students showed more eating disorder behavior than male students (p < 0.01); however, scholastic adjustment did not indicate significant differences by gender. According to the result of analyzing scholastic adjustment according to the weight group, the obese group showed lower scholastic adjustment (p < 0.05) and adjustment to studying (p < 0.01) than other groups; however, the eating disorder behavior, attachment to school, and adjustment to school did not indicate significant differences. According to the results of analyzing scholastic adjustment by eating disorder group, the normal group showed higher adjustment to studying than the risky group (p < 0.01). And scholastic adjustment, attachment to school, and adjustment to school did not indicate significant differences. The eating disorder behavior showed negative relationship with adjustment to studying. They showed more eating disorder behavior, their adjustment to studying became lower. Therefore, it is necessary to provide nutritional education at home and at school for them to have appropriate dietary habits as well as health education for them to maintain normal weight. (Korean J Community Nutr 17(6) : 707~713, 2012)

Self-Reported Adjustment of Teenagers at Soccer Training Centers: The Soccer Trainee Adjustment Scale

The aim of this study was to develop a questionnaire to measure adjustment of teenagers at soccer training centers, particularly newcomers. The Soccer Trainee Adjustment Scale was adapted from the Institutional Integration Scale and assesses the trainee's adjustment to operating and social activities. The scale was tested on a sample of 136 trainees from four soccer centers. Exploratory analysis indicated that the 13 items formed five factors: peer adjustment, boarding supervisor adjustment, soccer adjustment, scholastic adjustment, and boarding adjustment. These factors had internal consistency reliability ranging from .76 to .94.

White Children in a Multi‐cultural School Setting: a valid cause for concern?

Summary This research was carried out as the basis for an M.Ed. thesis for the University of Birmingham during the early part of 1983. Its main aim was to compare the social, emotional and scholastic adjustment of a group of indigenous white children attending a multi‐cultural school with a similar group being educated in a mono‐cultural, predominantly white setting. A secondary aim was to investigate inter‐ethnic differences between the three cultural groups represented. The investigation was carried out amongst pupils in the two top year groups (9‐11‐year‐olds) from two city primary schools, one school being mainly multi‐cultural in background and one mainly mono‐cultural. The schools were matched as closely as possible for ethos, pupil social background, environment, and teaching practice. The results of the study indicated that the primary null hypothesis: that no significant differences would appear between the responses of the group of white pupils attending the multi‐cultural school and those of th...

Peer Social Support and Adjustment of Early Adolescent Peer Groups

This study examined whether early adolescents in four sociometric groups (peer-rejected, -neglected, -popular, and -controversial) vary in their perceptions of peer social support and in their behavioral, psychosocial, and scholastic adjustment. Subjects were 101 sixth-graders who participated in the Pennsylvania Early Adolescent Transitions Study. Sociometric groups were formed using results from a peer nomination questionnaire. Self-ratings were used to index subjects' perceptions of social support from peers, and teacher-, parent-, and self-ratings of subjects' scholastic, behavioral, and psychosocial functioning served as indices of adjustment. The results indicated that peer-rejected youngsters were most deficient in perceived peer social support and exhibited the highest rate of adjustment problems. The effect of peer status on the social support received from peers and the importance of peer support in early adolescence are discussed.

THE ALTERATION OF BEHAVIOR IN A SPECIAL CLASSROOM SITUATION

Unproductive classroom behavior was eliminated in two emotionally disturbed boys by removing social consequences of the behavior. Behavior which was more adequate and efficient with respect to social and scholastic adjustment was shaped and maintained with social reinforcers.

Counseling Students Toward Scholastic Adjustment

Counseling Students Toward Scholastic Adjustment