Download or read book Psychosocial Predictors of Adjustment to the First Year of College written by Kim Marie Bartels and published by . This book was released on 1995 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Psychosocial Predictors of Adjustment Among First Year College of Education Students written by Samuel O. Salami and published by . This book was released on 2011 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the contribution of psychological and social factors to the prediction of adjustment to college. A total of 250 first year students from colleges of education in Kwara State, Nigeria, completed measures of self-esteem, emotional intelligence, stress, social support and adjustment. Regression analyses revealed that all the independent variables predicted adjustments. Social support interacted with stress to predict adjustment. Implications for the counselors, parents and college authorities in enhancing students' adjustment to college were discussed. Further, the findings implicated the need for college authorities to integrate activities designed to improve students' adjustment into college co-curricular activities meant for youth development. (Contains 2 tables and 1 figure.).
Download or read book Family and Support Systems across the Life Span written by Suzanne K. Steinmetz and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College Student Psychological Adjustment written by Jonathan F. Mattanah and published by Momentum Press. This book was released on 2016-08-11 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Student Psychological Adjustment provides the reader an in-depth understanding of students’ relationship experiences in college and how those experiences shape their adjustment to college. Each chapter examines research on one key relationship in a student’s life to better understand how those relationships are re-worked during the college years and what factors help determine adaptive relational outcomes. Along the way, a number of controversial topics are considered from a scholarly perspective, including the effects of helicopter parenting on students’ development in college, the prevalence and problematic nature of the hook-up culture on college campuses today, and policies related to whether students should be randomly assigned to live with their first-year roommates or be allowed to choose their roommates, based on a matching system. Aimed at advanced students and scholars in the fields of psychology, human development, and higher education, readers of this book will gain a fresh perspective on the relationship development of college students and possible avenues for intervention to help students enhance their relationships skills and prevent development of mental health difficulties.
Download or read book Social Support Psychological Coping Resources Interpersonal Orientation and Living Environment as Predictors of Adjustment in First year Undergraduates written by Felix Savino and published by . This book was released on 1987 with total page 692 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Personality and Social Network Variables as Predictors of Adjustment written by Madeline Becker and published by . This book was released on 2008 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The transition to college freshman year is probably the most difficult phase of adjustment during college life. Many freshmen experience feelings of loneliness and isolation and interpersonal conflicts while facing new social and academic challenges. Twenty percent of students begin having difficulty within the first six weeks of school and drop out early in their first year (Mallinckrodt & Sedlacek, 1987). Most students leave school due to stress associated with social and personal issues (Bradburn, 2003). As the number of students attending college has increased, the types of support needed have changed. Consequently, current students require different kinds of social and personal support than was previously thought. This longitudinal study expands on previous research by considering social support and personality variables as predictors of two types of college adjustment (student-reported adjustment and adjustment as measured by first semester GPA), and is the first to look at three time periods during the first semester freshman year. Questionnaires regarding social support, personality and adjustment were completed by 211 first-semester freshman. Repeated-measures ANOVA found that students tended to be lonelier during the first two weeks of the semester, but there were no differences in the size of, or satisfaction with, social networks; or in mean levels of personality across time. No gender differences or interactions of gender and time were identified. Multiple regression analyses found that depression, self-worth and satisfaction with students' social network predicted student-reported adjustment to college. Students with lower levels of depression, higher self-worth and high satisfaction with social networks reported better overall adjustment to college. In contrast, only extraversion predicted GPA. Students with high extraversion received lower GPA first semester freshman year. This study extends existing research by identifying that the variables predicting student-reported adjustment are not identical to those predicting first semester GPA. Additionally, data support the novel finding that students' satisfaction with their social network late in the semester was associated with student-reported adjustment to college. This information will direct educators towards developing time-specific intervention programs that target students' individual needs, and ultimately generate better outcomes such as greater satisfaction with university life and higher retention rates.
Download or read book Cultural Mistrust Self Efficacy and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African American College Students at Predominantly White Universities written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Coping Mechanisms for First Year Students Transitioning to Higher Education written by Aloka, Peter Jo and published by IGI Global. This book was released on 2023-02-20 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transitioning from secondary to higher education is not a natural step for many first-year students in higher education institutions. There is a considerable difference between being a student at school and university, and previous research has highlighted the difficulties faced by first-year university students during their transition phase. Higher education institutions and their departments acknowledge the challenges faced by new students, and they differ in their approach to coping with the issue; each seeks to find the most effective solution for its students. To reduce the withdrawal rate during the first year of college, higher education providers are expected to apply transition programs to help students transition. The Handbook of Research on Coping Mechanisms for First-Year Students Transitioning to Higher Education presents a comprehensive account of the dynamics in higher education institutions and culture shock for new students and analyzes models and theories of adjustment of new students in higher education institutions. Covering key topics such as gender, institutional support, and success factors, this reference work is ideal for administrators, higher education professionals, researchers, scholars, academicians, practitioners, instructors, and students.
Download or read book Academically Adrift written by Richard Arum and published by University of Chicago Press. This book was released on 2011-01-15 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Download or read book Leaving College written by Vincent Tinto and published by University of Chicago Press. This book was released on 2012-04-27 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this 1994 classic work on student retention, Vincent Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. He applies his theory of student departure to the experiences of minority, adult, and graduate students, and to the situation facing commuting institutions and two-year colleges. Especially critical to Tinto’s model is the central importance of the classroom experience and the role of multiple college communities.
Download or read book Adjustment to University written by Nadiah Mohamed and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition to university presents students with considerable academic, social and emotional challenges. This thesis explored adjustment to university life in a UK post-1992 institution. Predictors of adjustment, patterns of adjustment over time and the effects of adjustment on student success were examined, using the Student Adaptation to College Questionnaire (SACQ). A preliminary study indicated that the 'psychological strength' variables demonstrated to be important for adjustment in international research (viz., self-esteem, self-efficacy, locus of control, social support and attachment security) also predicted adjustment in the current setting, and that emotional intelligence (EI) may also have something useful to offer as a predictor. Consequently, a follow-up study was undertaken to explore relations between adjustment to university and four disparate measures of EI. Results indicated that the self-report/trait EI measures (viz., the Schutte Emotional Intelligence Scale [SEIS], the Trait Emotional Intelligence Questionnaire - Short Form [TEIQue-SF] and the Emotional Self-Efficacy Scale [ESES]) were more strongly related to university adjustment criteria than the MSCEIT 'ability' measure, and that the TEIQue performed substantially better than the SEIS and ESES in this regard. However, the MSCEIT was superior with respect to the prediction of incremental variance in adjustment criteria over and above personality, IQ and other competing predictors. Longitudinal investigations of the course of adjustment over the first two years of university indicated that whilst levels of overall adjustment, personal-emotional adjustment and institutional attachment were relatively stable over time, academic and social adjustment demonstrated decreasing and increasing trends respectively. Moreover the longitudinal analyses indicated that psychosocial variables measured at the start of university predict not only short-term but also long-run patterns of adjustment; the initial adjustment advantage of those who scored higher on psychosocial variables during the second month of university was maintained over the first two years. Finally, relations between SACQ-measured adjustment in month two of university, and student success (i.e., continued enrolment and academic performance) in Years 1 and 2 were assessed. Associations between adjustment and Year 1 persistence were weak, and no relations were evident between adjustment and Year 2 persistence. Some adjustment facets were weakly predictive of Year 1 and Year 2 academic success.
Download or read book Investigating First semester Freshman Adjustment to College Using a Measurement of Student Psychosocial Adjustment written by Theresa A. Bragg and published by . This book was released on 1994 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Intellectual and Psychosocial Predictors of Success in the College Transition written by Reliford T. Sanders and published by . This book was released on 1997 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Measures of Self regulation Prospectively Predict Psychological Adjustment in College Freshmen written by Brandon L. Gillie and published by . This book was released on 2012 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Self-regulation, defined as the ability to flexibly modulate one's thoughts, feelings, and behaviors in the service of long-term adaptation, is an important predictor of psychological health. However, few studies have directly examined whether measures of self-regulation prospectively predict psychological outcomes in response to an environmental challenge. Moreover, the role of different indexes of self-regulation in this regard is relatively unclear. In the current study, we tested whether two different measures of self-regulation, heart rate variability (HRV) and self-reported effortful control, prospectively predicted levels of anxiety in college freshman adjusting to their first academic quarter of college. Participants (N = 52) reported levels of anxiety at three time points which approximated the start, middle, and end of the academic quarter. Consistent with our hypotheses, higher levels of HRV and inhibitory control, a facet of effortful control, independently predicted lower levels of anxiety at the end of the quarter, controlling for anxiety at the start of the quarter. Moreover, both of these measures appeared to moderate changes in anxiety across the assessment period. Individuals with high levels of either inhibitory control or HRV demonstrated a flexible and adaptive pattern of anxiety across the assessment period, while those low in both of these measures demonstrated a rigid, maladaptive pattern of anxiety. These findings provide support to the idea that self-regulation is important for psychological health because it allows individuals to adaptively modulate their behavior in order to meet the needs of a demanding situation. Additionally, we showed that it is important to consider both physiological (HRV) and psychological (effortful control) indexes of self-regulation when prospectively predicting psychological outcomes in response to challenge.
Download or read book Development During the Transition to Adolescence written by Megan R. Gunnar and published by Psychology Press. This book was released on 2013-05-13 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the processes of change during the transition from middle childhood to adolescence has been a relatively neglected area of scholarship until recently. This volume, features prominent researchers who provide integrative accounts of their research programs, focusing on processes of physical, social, and cognitive change during this important transition period in development. Also included in this volume is an overview, discussion, and critical analysis of core conceptual issues in the study of adolescent transition.
Download or read book First generation and Second generation College Students written by James Bruce Hertel and published by . This book was released on 1996 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored individual similarities and differences between 130 randomly-selected first-year college students. Students were classified as first- or second-generation via their parents' educational attainment. All students completed a demographic questionnaire, six psychosocial self-report instruments, two socioeconomic survey questions, and one adjustment to college inventory. The two groups were statistically compared on measures of self-esteem, parental income, perceived support from off- and on-campus friends, and hours of weekly paid employment; these variables were used as predictors. Overall, social, academic, and personal-emotional college adjustment and attachment to the university served as criterion variables. Several multiple regression analyses and between-group t-tests were performed to analyze the data. The study revealed the following: (a) first-generation students reported significantly less parental income and lower social adjustment to college than second-generation students, (b) support from on-campus friends predicted overall college adjustment significantly better for second-generation students, (c) the value of intellectualism predicted overall college adjustment significantly better for first-generation students, (d) self-esteem and support from on-campus friends consistently predicted college adjustment for the entire sample of college students. Implications of these findings for student affairs professionals and first-year college student adjustments are provided. Several suggestions for future research studies are suggested.
Download or read book Resilience Vulnerability Factors As Predictors of College Adjustment written by Özge Mergen and published by LAP Lambert Academic Publishing. This book was released on 2010-05 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: It may be assumed that the various resources individuals have will be needed in coping with the adjustments required in college. Any deficits in individuals' psychological make-up or maladaptive coping strategies will block their adjustment to college. Within this idea of adjustment, adjustment to college and psychological well being were predicted by several variables named as personality, hardiness, and coping strategies under a stressful condition. Results indicated that problem focused coping and helplessness/self blame had a mediator role between personality variables and psychological well being. Neuroticism was named as a vulnerability factor. Students with neuroticism as a personality characteristic were regarded as risk groups, who were likely to use helplessness/self blame coping. On the other hand, personality characteristics such as conscientiousness, openness/intellect, and hardiness were concluded to be a resilience factors together with problem focused coping.
