Social Adjustment Of Students Research Articles

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.

Profil Penyesuaian Sosial Remaja yang Mengalami Kecanduan Mengakses Facebook

Social Adjustment Profiles Adolescence Who Have Access addicted to Facebook. The process of social adjustment of students who disrupted it can cause problems in the fulfillment of their needs. The research objective of this thesis to obtain social adjustment eighth grade students of SMP Negeri 15 Bandung who had access facebook addiction. The study used descriptive research methods. Questionnaire used was a questionnaire addiction accessing facebook and social adjustment. The results: (1) Addiction adolescence including access facebook high category and (2) the social adjustment of adolescence who access facebook categorized as low, medium and high, (3) the design of personal-social counseling services focus on reducing access facebook addiction indicators and development indicators of social adjustment.

A CRITICAL ANALYSIS OF THE IMPACT OF PSYCHOSOCIAL EDUCATION ON STUDENT'S SOCIAL ADJUSTMENT IN SECONDARY INSTITUTIONS IN KENYA

Psychosocial education is offered in secondary schools in Kenya. This is because the education plays an important role in development of useful social skills. In 2003 curriculum was revised and life skills lesson were integrated in to various subjects. Kenya Institute of Education (KIE) infused life skills lessons in secondary schools with an aim of overcoming psychological challenges among students as well as strengthening a positive behavior. The study focused on analyzing critically the influence of psychosocial education has on student's social adjustment in secondary schools. The researcher therefore sought to critically analyze the influence of sexuality education on students' social adjustment in schools, the influence of self-esteem on students' social adjustment, the impact of assertiveness and self-awareness education on students' social adjustment in secondary schools. The findings of this study will have great significance to educational stakeholders who may apprehend the importance of psychosocial education among secondary school students hence support it in different aspects. The research methodology used was critical analysis to critique the impact of psychosocial education on student's social adjustment in schools. The researcher critiqued the related literature that was available to support the methodology. The study concluded that psychosocial education assists learners to develop essential social skills. These skills enable them to attain desirable attitudes, make right choices and form healthy relationships. The study had the following recommendations: the government of Kenya should provide resources needed to offer this education. Curriculum developers and Kenya Institute of Education (KIE) should ensure that psychosocial education provided is of high quality. Teacher Service Commission (TSC) officers should assess the programmes to improve their effectualness and teachers should seek professional training to have intensive knowledge on how to provide this education. Article visualizations:

The Role of Emotion Regulation Strategies and Behavioral Activation System (BAS) in Social Adjustment of Adolescents With Conduct Disorder

The purpose of this research was to explain the role of emotion regulation strategies and behavioral activation system (BAS) in social adjustment of adolescents with conduct disorder. The method of study is descriptive-correlation. The statistical population included all junior high school students in Ardabil in 2016. The sampling was conducted by the multistage cluster method and then 50 subjects with conduct disorder were selected as the sample group using this method. Data of the present study were collected using Rutter behavioral disorders questionnaire (form B), students adjustment questionnaire, emotion regulation questionnaire and activation system and behavioral inhibition questionnaire. The obtained data were analyzed using Pearson correlation coefficient test and regression analysis using SPSS software. The findings showed that there is a significant relationship between social adjustment and behavioral activation (BAS) and emotion regulation system (P<0.05). Also, the results of regression analysis showed that behavioral activation and emotion regulation system can significantly explain 16% variances in social adjustment of students with conduct disorders. Accordingly, it can be concluded that behavioral activation and emotion regulation system plays a role in social adjustment.

Description of The Social Adjustment of Students In Madrasah Aliyah 1 Curup

Proses adaptasi merupakan cara dalam menyesuaikan diri dengan lingkungan yang baru dimasuki terutama dalam hal penyesuaian sosial dengan lingkungan dan teman. Kemampuan siswa untuk melakukan penyesuaian terutama berkaitan dengan penyesuain sosial menunjukkan ketercapaian tugas perkembangannya berkaitan dengan menjalin hubungan sosial yang matang dengan teman-teman sebaya. Penyesuaian sosial merupakan usaha siswa untuk mencapai keharmonisan pada diri sendiri, orang lain dan lingkungannya untuk dapat diterima dalam kelompok serta dapat memenuhi kebutuhan hidup baik fisik maupun psikis. Keyword: social adjustment.

On the Impact of Teaching Verbal Self-instruction on the Improvement of the Emotional, Educational, and Social Adjustment in Students Afflicted with Mathematical Disorders

Introduction: Among every learning issue, issues connected with mathematics are particularly critical in light of the fact that all kids are obliged to do mathematical calculations in the early years of grade school. The present examination looks to explore the viability of showing verbal self-instruction on enhancing the social, emotional, and educational adjustment in understudies burdened with mathematical disorders. Methodology: This is an experimental research and used posttest-pretest plan and catch up with the control group. The study populace of this exploration incorporates all the male junior secondary school students of Koohdasht city harassed with mathematical disorder in the school year 2013-2014. The exploration test comprised of 40 male understudies tormented with this issue. The samples were picked randomly taking into account a multistep cluster example among understudies after they were recognized by Keymath numerical test and after the structural clinical interview and set in inside of experiment and control groups. The research devices included auxiliary clinical interview, Keymath scientific test, and Sinha and sing's social, emotional and educational adjustment scale. Both gatherings were liable to pretest, posttest and a two-month follow-up. during the time spent the exploration, the experiment group attempted verbal self-guideline training for two months (8 session, every session 60 minutes), while the control group got no education. Covariance analysis technique was utilized to break down the information. Results: The results of multivariable covariance analysis (MANCOVA) indicated that teaching verbal self instruction can influence social, emotional, and educational adjustment among the students afflicted with mathematical disorders (P<0.01). The results also indicated a significant difference between the experiment and control group in posttest and follow up stages in terms of social, emotional and educational adjustment. Conclusion: Based on the results of this study, teaching verbal self-instruction helps to increase social, emotional and educational adjustment among the students afflicted with mathematical disorder and this method can be utilized as an appropriate interventional method.

The Relationship between Self-Control and Family Function with Social Adjustment among High School Students: Case Study of Abadeh

Teenage years and highlights the important social and psychological development is considered. In particular, the need to balance the emotional and affective balance between emotion and reason, understand the value of being self-conscious by choosing real goals in life, independence, family emotional, mental and emotional balance and establish themselves against environmental stressors and life healthy relationships with others, Social skills necessary to make friends, and how to control anxiety and effective understanding of healthy living is the most important needs of adolescents (slogan Race, 2007). Thus contributing to the growth and development of adolescent social skills needed for effective living, create or increase self-confidence and self-control nature in dealing with problems and solutions They also help in the development of emotional and social skills necessary for successful adaptation to Social environment and life seems to be effective and productive in the community (a term race, 2007).Effective adaptation of human behavior and mental and physical environments, as it is not only the environment changes color It does not suffice to follow the unconscious itself can affect the environment and modify it as appropriate (Barllow, 1992; quoted above Zarc, 2006). Parents of the formation of thoughts, emotions and behavior in children have a significant impact. According Diathesis- stress model Psychopathology in many researches the role of the family as the reason for vulnerability and well-being of the individual case, sure. (Harris & Curtin, 2002; Piage, 1954; Bowlby, 1969; quoted Gunty & Buri, 2008). Self-control through a process of adaptation to the effects of coping strategies on their show. Someone who can prioritize realistic goals and the decision of the balance emotions and intellect, self-control (income Aghayari & Sharifi Daramadi, 2006). Indicates that the behavioral characteristics of self-control to match their existing location and condition (Krictncr & Kinicki, 2007). The social adjustment, having the necessary skills to operate and maintain supportive and satisfying relationships and cope with the environment (Barrosirk or Baker, 1989; quoted Steradad & Dopooks, 2005). Since the compatibility of the various levels of social life have had their impact, in terms of theoretical approaches to the explanation of adaptation are confounding factors. The present study aimed to investigate the relationship between self-control and family functioning and social adjustment of students to this obscure comer of the psychological construct of the show.Hartab (1983) conducted a study that concluded that the experiences of their peers in childhood and adolescence is associated with subsequent adjustment. Portes, Howel, Brown, and Igenberg ( 1995) also conducted a study to evaluate the effectiveness of family and school adjustment of children has. The results showed that among the six constituent measures of family functioning; Component behavior and emotional involvement, the largest share in predicting social adjustment of students are. B) Research on family functioning and social adjustment Expression and Ardalan (2010) indicated that the relationship between family functioning and adaptability of students. In general, the results indicate that family functioning was significantly associated with adaptation personal, social and academic students (Ahmadi, 2002). Several studies have shown a significant relationship between family functioning and adjustment of the students there (Doubt, 1998; Laster et al, 2000; Azizi et al., 2010, Raisi, 2007; Tajalli & Ardalan, 2010). The findings of the study Rajabi, Chahardvaly and Atari (2007) showed that family functioning and psychosocial climate of the classroom with conflict student's correlation is negative. Laursen and Mooney (2008), the adaptation of adolescents and their perceptions of relationships with parents and friends are examined they showed, teens qualitative, good relationship with their parents experience had Better adapted than the teens who had little to show in terms of the quality of the relationship. …

Addressing Student Diversity via Culturally Responsive Pedagogy

Studies have shown that culture influences the learning process and social adjustment of students. As agents of change, teachers need to be multi-culturally aware of differences among students and promote cultural understanding to enable them to become sensitive to other students from other cultures and to eventually be able to live harmoniously in a multicultural community. The objective of this paper is investigate 128 primary school teachers’ understanding and level of multicultural competence and the effects of the training in raising awareness about multiculturalism in the classroom. Multicultural competence comprises multicultural awareness (how people's attitudes, beliefs, values, assumptions, self-awareness affect the ways they interact with those who are culturally different from themselves), knowledge (informed understanding of cultures that are different from one's own culture) and skills (skills individuals use to engage in effective and meaningful interactions with those who are from different cultural backgrounds). The training workshop employs three main activities (a) self-awareness, (b) awareness of Malaysian cultures and (c) instructional strategies and resources. Data were collected using a self-report questionnaire. Both quantitative and qualitative analyses reveal a positive impact on the teachers’ multicultural awareness and competency which supports a culturally responsive pedagogy. It can be concluded that the teachers had a positive response to the workshop. The study supports the need for multicultural awareness and competency training for teachers to help them manage a multi-culturally diverse classroom.

The relationship between cultural intelligence and social compatibility in Isfahan University of Medical Sciences dormitories resident students.

Introduction:Cultural intelligence and social compatibility are two acquired processes that their education and reinforcement between dormitory's students who have inter cultural interactions with each other can conclude with results that tension diminution, inter cultural contrast and conflict, social divisions and consequently healthy and peaceful relationships and governance and finally mental peace, and health are of its most important. Hence, the research has been occurring in order to the determination of cultural intelligence relationship with the social compatibility of Isfahan University of Medical Sciences dormitories resident students in 2012.Materials and Methods:The research method is descriptive-correlation, and its population is composed of all Isfahan University of Medical Sciences dormitories resident students in 2012 that were totally 2500 persons. The two steps sampling method have been used, group sampling and random sampling has been occurring at first and second steps and totally 447 persons were selected. Research data were collected via Earley and Ang cultural intelligence questionnaire with 0.76 Cronbach's alpha Coefficient and California social compatibility standard questionnaire with higher than 0.70 Cronbach's alpha factor. Questionnaire data have been analyzed with the SPSS software and results have been presented in the shape of descriptions and statistics.Findings:Results showed that there is a direct significant relationship (P < 0.001) between cultural intelligence and the social adjustment in students living in Isfahan University of Medical Sciences dormitories and also there is a direct significant relationship in the level of (P < 0.05) between cognitive and motivational dimensions of cultural intelligence; however, there is no significant relationship between cognitive and behavioral dimensions of cultural intelligence and social adjustment (P > 0.05).Conclusion:Cultural intelligence and cognitive and motivational addition in dimensions of students living in Isfahan University of Medical Sciences dormitories increase their social integration, therefore, cultural intelligence and social adjustment of students can be increased through planning and we can try for their mental health by this way.

Depression and Social Adjustment in Students of Teacher Training Centres

This study evaluates the relationship between depression and social adjustment in students of teacher training centres. The sample consisted of 126 (59 males and 67 females) students of teacher training centres from Iran. They completed the Beck Depression Scale and the Social Adjustment Scale (Bells, 1934). Data were computed with Pearson's correlation and two independent sample T-test analyses. The results revealed that there was a negative significant correlation between social adjustment and depression (r=-0.278, P<0.01).In addition, it was found that in social adjustment, the scores of females (mean=16.68, SD=7.29) is higher than those of males (mean=12.74, SD=4.48). Moreover, depression of females (mean=12.24, SD=7.14) is significantly higher than that of males (mean m=9.32, SD=6.83).

The Effect of the Language for Thinking Program on the Cognitive Processing and Social Adjustment of Students With Emotional and Behavioral Disorders

Processing speed plays an important role in numerous facets of life functioning. Language, academic achievement, and behavior are all associated with processing speed; however, researchers have yet to investigate the effect of interventions, particularly language-based interventions, on the processing speed and the behavioral functioning of students with emotional and behavioral disorders. This study examined the effects of a language-based intervention program, Language for Thinking, on the processing speed and emotional and behavioral functioning of students with emotional and behavioral disorders served in self-contained settings. At posttest, the authors found significant reductions on the Child Behavior Checklist: Teacher's Report Form, along with statistically significant gains on the Woodcock-Johnson III NU Tests of Cognitive Abilities Processing Speed Cluster. The authors discuss the limitations and present the implications for future research.

Peer victimization among students with specific language impairment, attention-deficit/hyperactivity disorder, and typical development.

The potential contributions of behavioral and verbal liabilities to social risk were examined by comparing peer victimization levels in children with specific language impairment (SLI) to those in children with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) children. Sixty children (age range: 7-8 years) participated in the study. Standardized verbal measures and parent ratings of behavioral difficulties were combined with children's self-reports of their school and peer environments to examine the risk for negative peer experiences associated with clinical status. Clinical status was associated with elevated levels of victimization, especially for participants with SLI. A potential buffering effect for number of close friendships was found for participants with ADHD and TD participants, but not for participants with SLI. Peer victimization was associated with elevated levels of hyperactivity and stronger narrative skills for participants with SLI. These results highlight the importance of peer victimization in the social adjustment of students with developmental language disorders.

A Best Evidence Synthesis of Literacy Instruction on the Social Adjustment of Students With or At-risk for Behavior Disorders

The findings of a best-evidence synthesis of the collateral effect of literacy instruction on the social adjustment of students are reported. The goal of the synthesis was to extend the work of Wanzek, Vaughn, Kim, and Cavanaugh (2006) by (a) reviewing treatment-outcomes conducted using group design methodology; (b) focusing on a more defined set of outcome measures; and (c) analyzing outcomes using average effect size estimates as a common metric. Results of the review suggest that effective literacy instruction does not appear to have a collateral effect on the social adjustment of children. Limitations and future directions are presented.

Testing the Effect of a Cohort Grouping Model as a Form of Instructional Grouping in Teacher Education

&#x0D; &#x0D; &#x0D; The study examined the effect of cohort grouping as a form of delivering teacher education programs on student social adjustment and acadmic performance. A sample of 94 students entering a Canadian Faculty of Education was divided into two groups: the cohort (n = 46) and the non-cohort group (n = 48). The former shared five courses and learned together from the same instructors for the academic year, and the latter took courses individually. The results showed that while there were no group differences on the measures of social support, self-efficacy, and university adjustment, the non-cohort group made greater gains than the cohort group in the academic performance as measured by the grade point average (GPA) over the academic year.&#x0D; &#x0D; &#x0D;

The Impact of Inner-City Values on Student Social Adjustment in Commuter Colleges

Despite their race, ethnicity, gender, or sexual preference, students remain similar in one respect: their need to belong. Student affairs administrators are responsible for helping students make appropriate social transitions so that college degrees become realities, a task that is complicated when the student is and inner-city commuter.

The Impact of Inner-City Values on Student Social Adjustment in Commuter Colleges

Despite their race, ethnicity, gender, or sexual preference, students remain similar in one respect: their need to belong. Student affairs administrators are responsible for helping students make appropriate social transitions so that college degrees become realities, a task that is complicated when the student is and inner-city commuter.

Academic Competence and Social Adjustment of Boys with Learning Disabilities and Boys with Behavior Disorders

The aim of the present study was to compare academic competence and social adjustment of students with learning disabilities and two groups of students with behavior disorders. The sample consisted of 31 boys with learning disabilities and 52 boys with behavior disorders divided into two subgroups: (a) boys displaying hyperactive behavior (BDH) and (b) boys not demonstrating such behavior (BDNH). Significant differences were found among the three groups using the Classroom Behavior Inventory, and three measures contributed to the significant difference: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus Dependence. The results highlighted teachers' needs for differential approach in their interventional planning.