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Journal articles on the topic 'Academic and social adjustment'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Ali, Asghar, Mushtaq Ahmad, and Saifullah Khan. "Social and Academic Adjustment of the University Students." Global Social Sciences Review III, no. III (2018): 378–94. http://dx.doi.org/10.31703/gssr.2018(iii-iii).21.

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The study finds relationship between social and academic adjustments of BS students in University of Sargodha Pakistan. A sample of 550 BS students was selected from different departments through multistage random sampling. Student Adaptation to College Questionnaire (SACQ) was adapted with permission to measure the social and academic adjustments of BS students which has acceptable value of reliability coefficient Cronbach Alpha 0.90 after analysis of pilot testing data. In this correlational study, data collected through survey were analysed using frequencies, percentages, means scores, stan

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Imhammad Meqbel Al-Mseidin, Kholoud. "The Level of Social and Academic Adjustment among Syrian Refugee Students in Jordan and its Relation with Underachievement students." International Journal of Childhood, Counselling and Special Education 1, no. 2 (2020): 100–111. http://dx.doi.org/10.31559/ccse2020.1.2.1.

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Research on the level of social and academic adjustment and the ties between both Syrian refugee students in Jordan is still insufficient due to the lack of research and interest among academics and researchers. This is happening even though the rise of refugees has impacted students from the Syrian Refugee Education Center SREC in Jordan in the last five years. Therefore, the current study examines the connection between social adjustment and academic adjustment among Syrian refugee students in SREC in Jordan. A total of 108 SREC-contained students from one school were studied. The results of

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siah, poh chua, YiRong Brian Siew, and Zhi Yang Sai. "Social Media Addiction and Academic Adjustment: The Mediating or Moderating Effect of Grit Personality." International Journal of Psychology and Educational Studies 7, no. 3 (2020): 143–51. http://dx.doi.org/10.17220/ijpes.2020.03.013.

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Sheehan, Whitley A., and Grace Iarocci. "Executive Functioning Predicts Academic But Not Social Adjustment to University." Journal of Attention Disorders 23, no. 14 (2015): 1792–800. http://dx.doi.org/10.1177/1087054715612258.

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Objective: Adjusting well academically and socially has been associated with enhanced academic performance and student retention. The purpose of this study was to examine subthreshold levels of ADHD symptoms such as inattention, hyperactivity, and executive functioning as potential predictors of academic and social adjustment in a healthy sample of university students. Method: Participants were 135 undergraduate university students who completed self-report questionnaires. Results: Hierarchical regression analyses revealed that metacognition (an aspect of executive function), gender, and age w

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Veldman, Jenny, Loes Meeussen, and Colette van Laar. "A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university." Group Processes & Intergroup Relations 22, no. 3 (2019): 403–18. http://dx.doi.org/10.1177/1368430218813442.

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First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year univers

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Mudhovozi, Pilot. "Social and Academic Adjustment of First-Year University Students." Journal of Social Sciences 33, no. 2 (2012): 251–59. http://dx.doi.org/10.1080/09718923.2012.11893103.

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Serena Shim, Sungok. "Psychological mechanism explaining adolescents’ academic, social and psychological adjustment." Educational Psychology 38, no. 4 (2018): 409–10. http://dx.doi.org/10.1080/01443410.2018.1463892.

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Akabogu, Josphine U., Kizito C. Ibe, Joachim C. Omeje, et al. "Social Networking and Academic Adjustment of English Language Students." International Journal of u- and e- Service, Science and Technology 11, no. 1 (2018): 55–64. http://dx.doi.org/10.14257/ijunesst.2018.11.1.05.

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DeRosier, Melissa E., and Stacey W. Lloyd. "The Impact of Children's Social Adjustment on Academic Outcomes." Reading & Writing Quarterly 27, no. 1-2 (2010): 25–47. http://dx.doi.org/10.1080/10573569.2011.532710.

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Lashari, Sana Anwar, Amrita Kaur, and Rosna Awang-Hashim. "Home Away from Home - The Role of Social Support for International Students’ Adjustment." Malaysian Journal of Learning and Instruction 15, Number 2 (2018): 33–54. http://dx.doi.org/10.32890/mjli2018.15.2.2.

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Purpose – Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic and psychological adjustment. Methodology – A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study. The Student Adjustment to College Questi

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Vionita, Shinta, and Rahmah Hastuti. "GAMBARAN COLLEGE ADJUSTMENT MAHASISWA BARU DI MASA PANDEMI COVID-19." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 5, no. 1 (2021): 73. http://dx.doi.org/10.24912/jmishumsen.v5i1.9971.2021.

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College adjustment comes from adjustment, which means the adjustment of students to the environment in college. The way students adjust during the first year of college is a prediction of significant life events later in their college career. In college adjustments, there are four dimensions, including academic adjustment, social adjustment, personal emotional adjustment, and goal commitment institutional attachment. This study aims to find an overview of first year college students during the Covid-19 pandemic. This study had 345 freshman college students as participants ranging in age from 1

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Hall, Gordon Emmett, and James Clyde DiPerna. "Childhood Social Skills as Predictors of Middle School Academic Adjustment." Journal of Early Adolescence 37, no. 6 (2016): 825–51. http://dx.doi.org/10.1177/0272431615624566.

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The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skil

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13

Cong, Cong, and Chris Glass. "Stronger Together: Educational Service Augmenters and Traditional Predictors of Adjustment for International Students in the US." Journal of Comparative & International Higher Education 11, Winter (2019): 25–35. http://dx.doi.org/10.32674/jcihe.v11iwinter.1223.

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Drawing on frameworks from marketing research literature, this study indicates that educational service augmenters (e.g., academic advising, writing support services, immigration advising, etc.) are significantly related to international students’ academic adjustment. The results indicate educational, campus, and social support services explained an additional 38% of variance in international students’ academic adjustment, beyond traditional predictors of academic adjustment alone, i.e., language proficiency, friendships, and welcoming campus attitude, for a combined 69% of the total variance

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Chen, Xinyin, Kenneth H. Rubin, Bo-shu Li, and Dan Li. "Adolescent Outcomes of Social Functioning in Chinese Children." International Journal of Behavioral Development 23, no. 1 (1999): 199–223. http://dx.doi.org/10.1080/016502599384071.

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A sample of Chinese children in Shanghai, People’s Republic of China, initially aged 8 and 10 years, participated in this four-year longitudinal project. Information on social functioning including sociability-leadership, aggression-disruption, and shyness-sensitivity was collected from peer assessments in the original study. Data on indexes of social and school adjustment, including peer acceptance, teachers’ perceptions of school-related competence, leadership, academic achievement, adjustment problems, and self-perceptions of competence, were collected from multiple sources in the follow-up

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Cousins, Chris, Heather L. Servaty-Seib, and Jennifer Lockman. "College Student Adjustment and Coping." OMEGA - Journal of Death and Dying 74, no. 4 (2016): 386–409. http://dx.doi.org/10.1177/0030222815598911.

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The present study examined the coping-related predictors of four domains of college adjustment (i.e., academic, social, personal or emotional, and institutional attachment) for bereaved and nonbereaved students ( N = 225). Findings indicated that support from friends was positively associated with academic and social adjustment and institutional attachment and that avoidant emotional-focused coping was negatively associated with all domains of adjustment for both bereaved and nonbereaved students. Interaction effects indicated that institutional attachment was lower at high levels of problem-f

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Deguchi, Takuhiko, Motoyuki Nakaya, Takashi Tohyama, and Shuji Sugie. "Social Responsibility Goals, Feelings of School Adjustment, and Academic Motivation." Japanese Journal of Personality 15, no. 1 (2006): 48–51. http://dx.doi.org/10.2132/personality.15.48.

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Arjanggi, Ruseno, and Luh Putu Shanti Kusumaningsih. "The Correlation between Social Anxiety and Academic Adjustment among Freshmen." Procedia - Social and Behavioral Sciences 219 (May 2016): 104–7. http://dx.doi.org/10.1016/j.sbspro.2016.04.049.

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Quan, Lijuan, Rui Zhen, Benxian Yao, and Xiao Zhou. "The Effects of Loneliness and Coping Style on Academic Adjustment Among College Freshmen." Social Behavior and Personality: an international journal 42, no. 6 (2014): 969–77. http://dx.doi.org/10.2224/sbp.2014.42.6.969.

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We explored the relationships among loneliness, coping style, and adjustment to college from high school. Participants were a sample of 276 college freshmen from a university in China. The measures we used were the Emotional and Social Loneliness Scale, the Coping Style Scale for College Students, and the Academic Adjustment Scale for College Students. We found that loneliness had a direct negative effect on adjustment, and also negatively affected adjustment by activating a negative coping style and suppressing a positive coping style. Both forms of coping style played a mediating role in the

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Miquelon, Paule, Robert J. Vallerand, Frédérick M. E. Grouzet, and Geneviève Cardinal. "Perfectionism, Academic Motivation, and Psychological Adjustment: An Integrative Model." Personality and Social Psychology Bulletin 31, no. 7 (2005): 913–24. http://dx.doi.org/10.1177/0146167204272298.

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Wilks, Scott E., and Christina A. Spivey. "Resilience in Undergraduate Social Work Students: Social Support and Adjustment to Academic Stress1." Social Work Education 29, no. 3 (2010): 276–88. http://dx.doi.org/10.1080/02615470902912243.

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Packiaselvi, P. Priya, and Malathi V.A. "A STUDY ON SOCIAL ADJUSTMENT AMONG HIGHER SECONDARY SCHOOL STUDENTS AND ITS IMPACT ON THEIR ACADEMIC ACHIEVEMENT IN COIMBATORE DISTRICT." International Journal of Research -GRANTHAALAYAH 5, no. 6 (2017): 458–63. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2056.

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Every human being seeks adjustment to various situations. He constantly makes efforts to adjustment himself to his surroundings because a wholesome adjustment is essential for leading a happy life and going satisfaction. Social adjustment to other people is general and to the group with which they are identified is particular. The main motive of the study is to find out the social adjustment among higher secondary school students and its impact on academic achievement in Coimbatore Educational District. This research is under taken with a view to examining the relationship with social adjustme

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Elias, Habibah, Rahil Mahyuddin, and Nooreen Noordin. "Academic Adjustment among Second Year Students in Malaysian Universities." International Journal of Interdisciplinary Social Sciences: Annual Review 4, no. 3 (2009): 237–52. http://dx.doi.org/10.18848/1833-1882/cgp/v04i03/52875.

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23

Clinciu, Aurel Ion, Ana-Maria Cazan, and Bob Ives. "Academic Dishonesty and Academic Adjustment Among the Students at University Level: An Exploratory Study." SAGE Open 11, no. 2 (2021): 215824402110218. http://dx.doi.org/10.1177/21582440211021839.

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The tendency to cheat is consubstantial to any kind of education and training process involving work and effort. The study was conducted on 194 participants, first- and second-year students from the bachelor and master’s programs from several engineering and humanities faculties from Brasov. The Academic Adjustment Questionnaire and the Academic Ethics Questionnaire (AEQ) were applied. The aim of the research was to highlight the internal structure of the two questionnaires and to investigate the associations between academic adjustment, academic dishonesty. Several demographic variables were

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Brass, Nicole, Sarah E. McKellar, Elizabeth A. North, and Allison M. Ryan. "Early Adolescents’ Adjustment at School: A Fresh Look at Grade and Gender Differences." Journal of Early Adolescence 39, no. 5 (2018): 689–716. http://dx.doi.org/10.1177/0272431618791291.

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This study examined group differences by grade (fifth graders in elementary school and sixth graders in middle school) and gender in academic (behavioral and emotional engagement, academic self-concept, and worry) and socio-emotional adjustment (self-esteem, social satisfaction, social self-concept, and worry). Self-report data were collected from 1,003 students in the fall and spring of the school year (51.2% female, 36.7% Black, 47.2% White, 7.5% Hispanic, 5.7% Asian, 3% Other). Grade differences were null or favored fifth graders for academic adjustment. Grade differences were null or favor

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Kim, Yejin, Wanchai Dhammasaccakarn, and Isara Tongsamsi. "The Roles of Self-esteem in the Relationship between Emotional Intelligence (EI) and Adjustment among International Students in Southern Thailand." Makara Human Behavior Studies in Asia 25, no. 1 (2021): 96–107. http://dx.doi.org/10.7454/hubs.asia.1220620.

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The main purpose of this research was to examine the potential mediation effects of self-esteem on the association between international students’ emotional intelligence (EI) and adjustment, as indexed by academic adjustment, social adjustment, and psychological adjustment. Data from 151 international students in southern Thailand were collected. The path analysis indicated that self-esteem fully mediated the relationships between EI and social adjustment and psychological adjustment, whereas self-esteem acted as a partial mediator between EI and academic adjustment. In addition, self-esteem i

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Lee, Jee Young. "An Exploration of Factors Influencing College Students' Academic and Social Adjustment." International Journal of Advanced Culture Technology 4, no. 4 (2016): 13–22. http://dx.doi.org/10.17703/ijact.2016.4.4.13.

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Langenkamp, Amy G. "Effects of School Mobility on Adolescent Social Ties and Academic Adjustment." Youth & Society 48, no. 6 (2016): 810–33. http://dx.doi.org/10.1177/0044118x13517908.

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Cook, Kyle DeMeo, and Rebekah Levine Coley. "School transition practices and children’s social and academic adjustment in kindergarten." Journal of Educational Psychology 109, no. 2 (2017): 166–77. http://dx.doi.org/10.1037/edu0000139.

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Carlson, Elaine, and Lucian Parshall. "Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education." Exceptional Children 63, no. 1 (1996): 89–100. http://dx.doi.org/10.1177/001440299606300108.

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Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4

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Reuland, Meg M., and Amori Yee Mikami. "CLASSROOM VICTIMIZATION: CONSEQUENCES FOR SOCIAL AND ACADEMIC ADJUSTMENT IN ELEMENTARY SCHOOL." Psychology in the Schools 51, no. 6 (2014): 591–607. http://dx.doi.org/10.1002/pits.21770.

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Chen, Xinyin, Kenneth H. Rubin, and Dan Li. "Relation between academic achievement and social adjustment: Evidence from Chinese children." Developmental Psychology 33, no. 3 (1997): 518–25. http://dx.doi.org/10.1037/0012-1649.33.3.518.

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Li, Xuemei, and Marina Grineva. "Academic and Social Adjustment of High School Refugee Youth in Newfoundland." TESL Canada Journal 34, no. 1 (2017): 51–71. http://dx.doi.org/10.18806/tesl.v34i1.1255.

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This article addresses the complex academic and social adjustment issues of newcomer youth of refugee background at a high school in Newfoundland and Labrador, a province where the newcomer population is small but the percentage of refugees in relation to all newcomers is high. Data for this qualitative study include documents from educational authorities and ESL teachers, field notes of classroom observations, qualitative survey questionnaires from 15 newcomer students, and interviews with 6 students of refugee background and 3 teachers. We found that these refugee youth were challenged due n

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SAHMUN, SAHMUN, MUJIBURRAHMAN MUJIBURRAHMAN, and M. SAMSUL HADI. "PENGARUH BIMBINGAN PRIBADI SOSIAL TERHADAP KEMAMPUAN PENYESUAIAN SOSIAL SISWA KELAS X DI SMAN 1 PRAYA TIMUR TAHUN PELAJARAN 2020/2021." LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran 1, no. 2 (2021): 189–93. http://dx.doi.org/10.51878/learning.v1i2.421.

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The Influance of Social Personal Guidance on the Social Adjustment Ability in X The problem in this study is that there is poor social adjustment showing destructive attitudes, disturbing others, and excessive shame so that they do not want to hang out with other people. The formulation of the problem in this study is whether there is an Influance of Social Personal Guidance on the Social Adjustment Ability in X grade Students of SMAN 1 East Praya in the Academic Year 2020/2021. The purpose of this study was to determine Influance of Social Personal Guidance on the Social Adjustment Ability in

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Soares, Adriana Benevides, Vanuza Francischetto, Adriana Penha da Costa Lima Peçanha, Jacqueline Maia de Miranda, and Betânia Marques da Silva Dutra. "Intelligence and social competence in university adaptation." Estudos de Psicologia (Campinas) 30, no. 3 (2013): 317–28. http://dx.doi.org/10.1590/s0103-166x2013000300001.

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This research paper concerns the influence of intelligence and social skills on the academic adjustment to university. Social demographic data was compiled based on gender, age, social class, and the type of teaching institution. A total of 393 university students took part in this survey, including 167 students under 20 years of age, 101 between 20 and 30, 31 between 31 and 40, and 26 over 40 years of age. Males accounted for 128 of the students, with 55 belonging to social class A, 134 to B, and 94 to classes C and D, and 184 participants attending public institutions. Data collection was pe

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Beri, Nimisha. "Academic performance, social adjustment and emotional intelligence of students involved in social networking sites." Indian Journal of Public Health Research & Development 9, no. 11 (2018): 1971. http://dx.doi.org/10.5958/0976-5506.2018.01741.2.

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Wu, Hsiao-ping, Esther Garza, and Norma Guzman. "International Student’s Challenge and Adjustment to College." Education Research International 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/202753.

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International students’ enrollment in higher education in the US has expanded considerably in the last decades. In this study, international students’ experiences were examined in academic and sociocultural settings. Through qualitative interviews, the findings revealed that international students deal with academic challenges, social isolation, and cultural adjustment. Specifically, academic challenges included communication with professors, classmates, and staff. Consequently, they have to deal with social isolation when engaging in different group activities. Culturally, they need to confro

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Vineeth Kumar, V., and Geetika Tankha. "INFLUENCE OF ACHIEVEMENT MOTIVATION AND PSYCHOLOGICAL ADJUSTMENT ON ACADEMIC ACHIEVEMENT: A CROSS-SECTIONAL STUDY OF SCHOOL STUDENTS." Humanities & Social Sciences Reviews 8, no. 1 (2020): 532–38. http://dx.doi.org/10.18510/hssr.2020.8165.

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Purpose: The aim of the current research was to understand the role of achievement motivation and psychological adjustment on the academic performance of the school students. Methodology: A cross-sectional research design was employed for the study. A sample of 283 urban adolescent school students participated in the study. The students were administered measures of achievement motivation and psychological adjustment. The total percentage of marks secured in the tenth standard was used as the measure of academic performance. Pearson’s correlation coefficient and multiple hierarchical reg

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Jou, Yuh Huey, and Hiromi Fukada. "Cross-Cultural Adjustment of Chinese Students in Japan." Psychological Reports 78, no. 2 (1996): 435–44. http://dx.doi.org/10.2466/pr0.1996.78.2.435.

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The present study examined responses of 92 Chinese students in Japan to questionnaires which included adjustment items selected from work of Baker in 1981 and Uehara in 1988. These items were classified by factor analysis into four scales of Emotional, Academic, Cultural-Social, and Environmental. Adjustment scores on the Environmental scale were higher than those on the other three scales. Country of origin was a significant influence only for scores on the Environmental scale. Students who came from Taiwan scored higher on adjustment. There were gender differences on Emotional and Academic s

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Blumenthal, Anja, Rainer K. Silbereisen, Concetta Pastorelli, and Valeria Castellani. "Academic and Social Adjustment During Adolescence as Precursors of Work-Related Uncertainties in Early Adulthood." Swiss Journal of Psychology 74, no. 3 (2015): 159–68. http://dx.doi.org/10.1024/1421-0185/a000159.

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This 16-year longitudinal study examines individual uncertainties concerning work and career, as perceived by 213 employed and unemployed Italian young adults, and reflecting the precarious situation in the Italian labor market in times of globalization. Predictors were individuals’ academic and social adjustment during adolescence and current characteristics of educational achievement and employment status. As expected, a two-group path analysis revealed that those employed perceived a lower load of work-related uncertainties than those unemployed. Moreover, the employment status moderated th

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Ray, Corey E., and Stephen N. Elliott. "Social Adjustment and Academic Achievement: A Predictive Model for Students With Diverse Academic and Behavior Competencies." School Psychology Review 35, no. 3 (2006): 493–501. http://dx.doi.org/10.1080/02796015.2006.12087980.

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Gopalan, Neena, Nicholas J. Beutell, and Wendy Middlemiss. "International students’ academic satisfaction and turnover intentions." Quality Assurance in Education 27, no. 4 (2019): 533–48. http://dx.doi.org/10.1108/qae-01-2019-0001.

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Purpose This study aims to investigate international students’ cultural adjustment, academic satisfaction and turnover intentions using ecological systems perspective and explores factors that affect academic success and turnover by exploring three stages: arrival, adjustment and adaptation. Design/methodology/approach The sample consists of 208 international students enrolled at a mid-Western university in the USA. Confirmatory factor analysis, structural equation modeling and mediational analyses were used to test hypotheses. Findings Findings indicate that self-efficacy, as a pre-sojourn ch

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Cooper, Shauna M., and Ciara Smalls. "Culturally Distinctive and Academic Socialization: Direct and Interactive Relationships with African American Adolescents’ Academic Adjustment." Journal of Youth and Adolescence 39, no. 2 (2009): 199–212. http://dx.doi.org/10.1007/s10964-009-9404-1.

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Anderson, Joel R., Yao Guan, and Yasin Koc. "The academic adjustment scale: Measuring the adjustment of permanent resident or sojourner students." International Journal of Intercultural Relations 54 (September 2016): 68–76. http://dx.doi.org/10.1016/j.ijintrel.2016.07.006.

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Sarkar, Subhash, and Sangita Banik. "A STUDY ON THE ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF ADOLESCENT STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (2017): 659–68. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2098.

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The present study aimed to investigate the adjustment of the student of adolescence period in West Tripura in relation to their academic achievement, age, gender etc. in a sample of 120 adolescents (60 boys & 60 girls). Data was analyzed by using Standard Deviation, Mean, Percentile, t-test, Pearson Product Moment Correlation. The result of the study indicated that there were no significant differences between boys and girls in adjustment and academic achievement in adolescence period. The result also revealed that there was a significant difference among emotional adjustment, social adjus

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Ashiabi, Godwin S. "PERCEPTIONS OF NEIGHBORHOOD CHARACTERISTICS AND THE PERCEIVED PSYCHOSOCIAL AND ACADEMIC OUTCOMES OF U.S. CHILDREN AND ADOLESCENTS." International Journal of Child, Youth and Family Studies 8, no. 3/4 (2018): 168. http://dx.doi.org/10.18357/ijcyfs83/4201718076.

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Data from the 2007 National Survey of Children’s Health were used to examine a model of the ways in which neighborhood structural characteristics and social processes (NSCSP) impact children’s (age = 6–11; <em>N</em> = 27,752) and adolescents’ (age = 12–17; <em>N</em> = 36,233) social adjustment and school engagement via parenting and family processes (i.e., parent–child interactions).The questions investigated were: how are distinct aspects of NSCSP associated with parental stress and well-being, and with youth social adjustment and school engagement? Are parental stre

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Mehboob, Shamaiela, and Shumaila Shahzad. "International Students’ Social Adjustment and Self-Esteem: Are they Interrelated?" Global Regional Review IV, no. I (2019): 186–93. http://dx.doi.org/10.31703/grr.2019(iv-i).21.

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kistan. The ultimate goal of this research is to explore the correlation between social adjustment of international students and their self-esteem (SE). Sample of the study comprised international students (N=204) who studied there in different institutes of Pakistan. For measuring social adjustment, Student Adjustment to Collage Questionnaire (SACQ) developed by R. W. Baker and B. Siryk in 1989 was adapted. To measure students self-esteem (SE), Renieose questionnaire (2017) was adopted. The findings of this research show that the international students had high self-esteem with the highest sc

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Plaud, Joseph J., Robert W. Baker, and James E. Groccia. "Freshman Decidedness Regarding Academic Major and Anticipated and Actual Adjustment to an Engineering College." NACADA Journal 10, no. 2 (1990): 20–26. http://dx.doi.org/10.12930/0271-9517-10.2.20.

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The relation between freshman decidedness regarding academic major and self-assessed anticipated and adjustment to an engineering college was investigated. Positive relation was found between decided-ness regarding academic major and both anticipated adjustment (measured prematriculation) and actual adjustment (measured postmatriculation). The relation was clearer postmatriculation than prematriculation and was strongest for academic adjustment and weakest for social adjustment. There does not seem to be much consequence of changing from one engineering1 science major to another available at t

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Wei, Mei-Hue. "Social Adjustment, Academic Performance, and Creativity of Taiwanese Children with Tourette's Syndrome." Psychological Reports 108, no. 3 (2011): 791–98. http://dx.doi.org/10.2466/04.07.10.pr0.108.3.791-798.

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The purpose was to describe the social adjustment, academic achievement, and creativity of 127 Taiwanese children with Tourette's Syndrome and a control group of 138 Taiwanese children with typical development and reports of the parents of both groups. The Tourette's Syndrome group had significantly more disruptive behaviors than the controls; most parents reported their children with Tourette's Syndrome had high academic achievement although the children scored significantly lower than controls on the Elaboration subtest of Creative Thinking.

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Delgado-Gaitan, Concha. "Sociocultural Adjustment to School and Academic Achievement." Journal of Early Adolescence 8, no. 1 (1988): 63–82. http://dx.doi.org/10.1177/0272431688081005.

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Opondo, Chirstian M., and Peter Jairo O. Aloka. "Guidance and Counselling Programme and Overall Adjustment of Teenage Mothers: Evidence from Secondary Schools in Kenya." Open Psychology Journal 13, no. 1 (2020): 133–43. http://dx.doi.org/10.2174/1874350102013010133.

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Background: School adjustment is multifaceted that involves an array of demands varying in kind and degree which requires a variety of coping responses. Several teen mothers have been re-admitted to secondary schools in Kenya. Objective: The present study investigated the Guidance and Counselling Programme and Adjustment of Teenage Mothers in Secondary Schools in Kenya. Methods: The study adopted ex post facto’s Causal-comparative research design. The target population of the study was 242 re-admitted teenage mothers from selected schools in Ugenya Sub County, Kenya. The sample size comprised

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