Social Adjustment Of Students Research Articles

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

Influence of Social Activities on Social Adjustment of Students with Deafness in Special Education Schools in Uyo Nigeria

Influence of Social Activities on Social Adjustment of Students with Deafness in Special Education Schools in Uyo Nigeria

Cognitive and Interpersonal Factors Affecting Social Adjustment of University Students in Pakistan

Cognitive and interpersonal factors play an important role in the social adjustment of students. Factors affecting the social adjustment of university students have been verified in different cultures. However, no study has tested a concurrent model with the study variables in the Pakistani context. This study aimed to investigate the effect of personal and interpersonal factors on the social adjustment of university students in Pakistan. Three hundred participants from the Azad Jammu and Kashmir regions of Pakistan responded on a questionnaire package containing self-reported measures on social self-efficacy, social anxiety, teachers' social support, and peers' social support. The results indicate that self-efficacy, teachers' support, and peer support have a significant positive effect on the social adjustment of university students, suggesting that an enhanced self-efficacy, and increased teachers' and peers' support would increase social adjustment. However, academic anxiety is inversely associated with social adjustment, suggesting that a higher anxiety level would result in a reduction in social adjustment. Students should be given more opportunities to enhance self-efficacy, obtain social support, and reduce social anxiety.

Model Penyesuaian Sosial Siswa Baru di Sekolah Menengah Pertama Islam Al-Hamidiyah Depok

The purpose of this research is to find out level of social adjustment on male and female students, what kind of aspect has high and low level on student social adjustment, and the different of social adjustment based on gender of students. Research was applied in Al-Hamidiyah Islamic Junior High School on August – September 2019 with qualitative approach and survey method to understand phenomena in the field. Student at Seven class are selected as a subject consist of 40 person male and female students. The instrument for collecting data is Likert Scale Questionnaire and data are analyzed through classification, scoring, calculation, comparison and explanation. The result of research are: 1) Student social adjustment in Al-Hamidiyah Islamic Junior High School: individual expression, social affiliation in group, social behavior, and individual satisfaction are good level. 2) There is a same level of student social adjustment both male and female students in high and low. Individual satisfaction in high level and social behavior in low level. It is mean, that the student has individual satisfaction better than their social behavior. 3) There is the different in social adjustment between male and female students. Female students has level better than male students in all aspect of social adjustment.
 Keyword: Social adjustment, male students, and female students.

Bimbingan dan Konseling Bidang Pribadi dan Sosial untuk Mengembangkan Penyesuaian Sosial Santri


 
 
 
 Every student is required to be able to adjust to the social environment. Social adjustment to students is not easy to do, this is due to various factors that result in students not being able to adjust to the social environment. The purpose of this research is to find out how the social personal guidance program is to develop students' social adjustment. This study uses a qualitative approach to the type of library research (library research). Social adjustment is a person's ability to be able to adjust to the environment where he lives. In overcoming the problems of social adjustment of students, social personal guidance programs can be used by counselors in dealing with problems of social adjustment. Social personal guidance is a service of guidance and counseling to be able to help overcome various problems that exist in individuals. It can be concluded that social private tutoring programs can help improve social adjustment in students by using various services contained in social private tutoring.
 
 
 

Social Support Pointers and Social Adjustment of Students with Hearing Impairment in Cameroon

Social Support Pointers and Social Adjustment of Students with Hearing Impairment in Cameroon

Hubungan Antara Kepercayaan Diri dengan Penyesuaian Sosial pada Siswa Kelas X SMA Advent 1 Medan

This study aims to see the correlation between self-confidence and social adjustment in class X students of SMA Advent 1 Medan. This research uses the quantitative method. Sampling using total sampling technique. The data collection technique used two Likert scales, namely the Self-Confidence scale and the Social Adjustment scale. The population in this study were 47 students and the number of samples in this study was 47 students of class X SMA. The research instrument is the self-confidence scale and the social adjustment scale. The data analysis method used in this research is Correlation-Product Moment. Based on the calculation of the r Product Moment analysis with a value or coefficient (rxy)= 0,677 and a coefficient (r2) = 0,431 with p = 0.000 0,05. These results indicate that the hypothesis proposed in this study is accepted, namely that there is a relationship between self-confidence and social adjustment. This means that the better the self-confidence, the higher the social adjustment. With the results of the correlation coefficient rxy = 6,77, the level of the relationship between Self-Confidence and Social Adjustment is classified as moderate. Another result of this study is that students' self-confidence is considered high. This is based on the hypothetical mean value of 62,5 than the empirical mean of 74,87. Then it is known that the social adjustment of students is classified as high or positive and is based on a hypothetical mean value of 97,5 than the empirical mean of 122,09.

Gender Differences in Social Adjustment and Interpersonal Support among Undergraduate Students

The present study was conducted during 2019 in Guru Nanak Dev University, Amritsar (GNDU); Punjab Agricultural University, Ludhiana (PAU) and Punjabi University, Patiala (PUP), Punjab, India to investigate the gender differences and relationship between social adjustment and interpersonal support among university students of Punjab. The sample consisted of 480 university students randomly selected from three purposively selected government universities of Punjab state i.e. Guru Nanak Dev University, Amritsar; Punjab Agricultural University, Ludhiana and Punjabi University, Patiala, India. An equal number of students distributed across both the gender were randomly selected from each university. Social Adjustment and Interpersonal Support Evaluation Scales were used for the study. The social adjustment of the university students was measured by using the Social Adjustment Scale and Interpersonal Support Evaluation scale was used to measure the peer support available to university students. Data was analyzed using t-test and Karl-Pearson’s coefficient of correlation. The results of the study revealed that male students had displayed significantly better social adjustment and interpersonal support than their female counterparts. Furthermore, correlation analysis emphasized that interpersonal support had positive relationship with social adjustment among male students whereas in case of female students, interpersonal support was found to have non-significant positive relationship with social adjustment. Because female students less likely to express their problems or emotions with their age mates as well as less involved in social activities as compared to male students. Therefore, Interpersonal support played a major role in the social adjustment of the students at university level.

Social Adjustment of Students (Paramedical – Nursing and Midwifery) Hormozgan University of Medical Sciences and its Relation to Academic Achievement in 2017-2018

Social Adjustment of Students (Paramedical – Nursing and Midwifery) Hormozgan University of Medical Sciences and its Relation to Academic Achievement in 2017-2018

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Antecedents and Consequences of Social Adjustment of Undergraduate Students in Thailand: A Meta-Analysis Study

Social adjustment of undergraduate students is an issue that every educational institution worldwide regards as essential; this also includes educational institutions in Thailand. The systematic study, collection, and synthesis of antecedent factors affecting student’s social adjustment are, therefore, necessary as the data obtained from the abundance of research available can lead to new findings which can be used to design, strategize and promote students’ social adjustment, effectively addressing the social adjustment issues of students which have long been problematic. Therefore, this research’s objective is to synthesize available knowledge in the dimension of antecedent factors and consequences regarding to undergraduate students’ social adjustment in Thailand through the examination of various research publications available in the past 10 years (from year A.D. 2009-2019) through meta-analysis. Research that was used to synthesize 50 studies. Research results found that the individual’s internal factors affected student social adjustment the most. The variable of self-control has the largest average effect size. The variables of self-reliance and abstraction have negative consequences and large average effect sizes. Among the factors in the category of individuals’ external factors, the variable of participation in student activities had the largest average effect size, followed by interpersonal relationships, and participation in religious activities, respectively. In addition, under demographic factors, the variable of student age had the largest average effect size, followed by academic achievement, gender, source of funding received, and religion, respectively. These findings can be helpful in furthering strategic planning to ameliorate the social adjustment of students in higher education.

Ethnic Diversity and Students\u2019 Social Adjustment in Dutch Classrooms

Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50% female, 18% foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students’ social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this.

Effect of Parenting Styles on Social Adjustment of Secondary School Students in Kebbi State, Nigeria

This study aimed at investigating the effect of parenting styles on social adjustment of senior secondary school students in Kebbi State Nigeria. Ex-post facto research design was employed to collect the data. The study was carried out on a sample of 291 senior secondary school students drawn from 1,252 SS II students of six (6) selected senior secondary schools, using stratified random sampling technique. Parenting Style Questionnaire (PSQ) was used to assess three (3) parenting styles, while Modified Social Adjustment Scale (MSAS) was used to assess the social adjustment level of the students. One (1) hypothesis was formulated and tested in the study. The results of data analysis using One-way Analysis of Variance (ANOVA) indicate that parenting styles (Democratic, Autocratic and Permissive) have significant effect on social adjustment of senior secondary school students. It is recommended that since parenting styles effect the social adjustment of students, parents should endeavour to adopt a style such as the democratic one that ensures or guarantees the development of some measure of positive self-concept, self-confidence, and self-esteem in the students.

Children Abilities to Regulate their Selves of On-Job Women and Housewives

The study aimed to find out the difference between self-regulation and social adjustment in the children of on-job women and housewives. The study was quantitative in nature and was delimited to higher secondary students of Rawalpindi division of Punjab. The sample of the study comprised of six hundred students of on-job women and housewives each of private and public colleges of Rawalpindi division. A self-developed questionnaire was managed to collect data about self-regulation and social adjustment of students. Data were analyzed using descriptive and inferential statistics with the help of SPSS version 22. Chi-Square test statistics and Pillai's Trace statistics were performed. The study concluded that children of on-job women have more ability to regulate their self as compared to children of housewives. It was also concluded that children of on-job women are socially well adjusted as compared to children of housewives.

Effects of Self-Control on Social Adjustment of Azad University Student's Happiness in Khash City

This study examines the effects of self-control on social adjustment of Azad university students' happiness Khash city. Research method was a descriptive -survey. The study population consisted all 213 Azad university students in the city of Khash. Random cluster sampling was in multi-stage and research instrument is self-control questionnaire, social adjustment (personality measurement of California) and the Oxford Happiness. The findings of research suggest that self-control was effectively related to happiness and social adjustment. Also, there was a significant relationship between happiness and social adjustment of students. Further, the results showed that there is no significant difference between students' self-control in terms of genders, but there was a significant difference between social adjustment and happiness of male and female students; male students showed higher happiness and social adjustment than female students.

Social adjustment of students’ residing in hostel and at home

The present study aimed to know the social adjustment among students’ residing in hostel and at home. It also aimed to check social adjustment with reference to type of students and gender. Social Adjustment Inventory (SAI) by Jansari, Harkant D. Badami and Charulata H. Badami (2011) was used. The sample constituted total 120 students’ out of which 60 were from students’ residing in hostel (30 Boys and 30 Girls) and 60 from students’ at home (30 Boys and 30 Girls). The data was collected from Ahmedabad City. The data was scored, analyzed as per the manual. ‘F’ test was being calculated. The result showed that (1) There is significant difference in the mean score of social adjustment among the students residing in hostel and at home. Therefore it could be said that, the students at home group is having good social adjustment than students residing in hostel group, (2) There is no significant difference in the mean score of social adjustment among the boys and girls students and (3) There is no significant difference in the interactive effect of the mean scores of social adjustment with regards to the type of students and gender.

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management

Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students.

Self-Concept and Social Adjustment of First-Year Students

Objective - Students who study in higher education institutions should have a good socialization process since it later influences their happiness and sadness during their first year of university life. They may face some difficulties and problems that may inhibit their academic success if they cannot adjust well. One of the successful social adjustment criteria is self-concept, in which is derived from interactions with others, for example, the environment. For that reason, it is important to investigate the self-concept and social adjustment of Psychology students, at UIN Maulana Malik Ibrahim Malang, during the first semester. This paper therefore aims to a) determine the degree of student social adjustment, b) determine the quality of self-concept, and c) identify the relationship between self-concept and social adjustment among first year students of Psychology, UIN Maulana Malik Ibrahim Malang. Methodology/Technique – The subjects of this study include 134 first year students at the Faculty of Psychology, UIN Maulana Malik Ibrahim Malang, East Java. The data was collected in accordance with the scale of self-concept and social adjustment. Finding & Novelty - The results show that 1) the degree of first students’ self-concept is in average scale, 69.4%, 2) the social adjustment of first year students belongs to a moderate category, 71,6%, and 3) self-concept has positive correlation to social adjustment (r = 0,703, p = 0,000). These findings confirm that the higher the self-concept the students poses, the better the social adjustment they perform. This study suggests the need for intervention to escalate self-concept and social adjustment of students by collaborating with some stakeholders, particularly students’ parents, universities, government, societies, and religious figures. Type of Paper: Empirical.

The Influence of Emotional Intelligence on Social Adjustments of Tenth Grade Students of SMA Unggul Negeri 2 Banda Aceh

Emotional intelligence is an individual’s ability to manage emotions by controlling the negative condition into a positive force and its relationship with social adjustment. In this case, the social adjustment in question is the adjustment of students in interacting with teachers, peers, and specific situations in the school environment effectively through the development aspects of self-awareness, emotional management, and utilization of emotions, empathy, and social skills. The purpose of this study was to describe the emotional intelligence and social adjustment variable of students as well as to determine how emotional intelligence influenced social adjustment of students. This research used a quantitative approach and ex-post facto method. The number of population was 118 students consisting of all tenth-grade students of SMA Unggul Negeri 2 Boarding School of Banda Aceh. Data were collected by using a closed questionnaire method with the scale 1-5. The data were processed and analyzed by using descriptive statistics and the coefficient of determination. The results showed that the influence of emotional intelligence on the social adjustment of students was 0,656 (coefficient of determination) that is 65%. Thus, it can be stated that Ha is accepted which means that emotional intelligence has a significant influence on the social adjustment of students.

Relationship between life building skills and social adjustment of students with hearing impairment: implications for counseling

Introduction: Hearing impairment contributes greatly to social and psychological deficits of the affected individuals, which can affect their interpersonal relation. The inability to hear and communicate effectively results in adjustment problem that leads to social isolation. Objectives: The objective of this study is to examine the relationship between life building skills and social adjustment of students with hearing impairment. Methods: The study employed descriptive survey research design. The samples consisted of 150 students with hearing impairment purposively selected from two inclusive schools in Lagos state, Nigeria. The samples comprised of 65 boys and 85 girls with age range between 15 and 18 years in the Senior Secondary School. The instruments used for data collection were Life building skills inventory (adapted) with reliability of 0.80 and Social adjustment scale (Self developed). The instruments consisted of two sections namely: A&B. Section A of Life building skills contained bio- data of the respondents, while B contained 3 subscales: Self-efficacy inventory adapted from Schwarzer and Jerusalem 1995 with reliability of 0.85, Decision-making inventory adapted from Rowe 1997 with reliability of 0.75, Assertiveness inventory adapted from Aberti and Emmons 1995 with reliability of 0.80. The self-constructed Social Adjustment scale contained 10 items probing questions with reliability of 0.69. Data collected was analysed using Pearson Product Moment Correlation and Multiple Regression. Results: The results revealed relative contributions of some life building skills to social adjustment of students with hearing impairment. There were joint contributions of the independent variables to dependent variable, while decision-making contributed mostly. Conclusion: This study examined relationship between life building skills and social adjustment of students with hearing impairment with a bid to provide adequate counseling services. It was found that relationship exists between life building skills and social adjustment of the participants which then calls for active counseling services in schools.