Relevant bibliographies by topics / Adjustment (Psychology) Self

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Adjustment (Psychology) Self'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Adjustment (Psychology) Self"

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Richmond, Louis D., Stephen S. Craig, and Mary F. Ruzicka. "Self-Monitoring and marital adjustment." Journal of Research in Personality 25, no. 2 (June 1991): 177–88. http://dx.doi.org/10.1016/0092-6566(91)90013-g.

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Iflah, Iflah, and Winda Dwi Listyasari. "GAMBARAN PENYESUAIAN DIRI MAHASISWA BARU." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 2, no. 1 (April 30, 2013): 33–36. http://dx.doi.org/10.21009/jppp.021.05.

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This research aims to describe the self adjustment of 2012 new students of Psychology programs, as well as determine the factors affecting self adjustment on 2012 new students of Psychology Programs. This research conducted at the D campus of the Psychology Program, Universitas Negeri Jakarta. This research used sequential mixed methods which conducted in two phases, starting with quantitative phase and followed by qualitative phase. Based on the result of quantitative phase, three respondents were selected to join in qualitative phase. Qualitative data collected by using interview technique. The results showed that 49 respondents (96,07%) include in the high category of self adjustment and 2 respondents (3,9%) include in the low category. The factors affecting self adjustment of new students of Psychology Programs are: 1) peer environment, 2) the learning process, 3) willingness to learn, 4. activities or programs outside the academic activities.
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Hidayah, Rifa. "Self-Concept and Social Adjustment of First-Year Students." GATR Global Journal of Business Social Sciences Review 7, no. 2 (June 24, 2019): 125–30. http://dx.doi.org/10.35609/gjbssr.2019.7.2(3).

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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.
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Kurman, Jenny, and Yohanan Eshel. "Self-Enhancement, Generality Level of Self-Evaluation, and Emotional Adjustment." Journal of Social Psychology 138, no. 5 (October 1998): 549–63. http://dx.doi.org/10.1080/00224549809600410.

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Mueller, Pallas, and Brenda Major. "Self-blame, self-efficacy, and adjustment to abortion." Journal of Personality and Social Psychology 57, no. 6 (1989): 1059–68. http://dx.doi.org/10.1037/0022-3514.57.6.1059.

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Dufner, Michael, Jochen E. Gebauer, Constantine Sedikides, and Jaap J. A. Denissen. "Self-Enhancement and Psychological Adjustment: A Meta-Analytic Review." Personality and Social Psychology Review 23, no. 1 (March 13, 2018): 48–72. http://dx.doi.org/10.1177/1088868318756467.

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This article advances the debate about costs and benefits of self-enhancement (the tendency to maintain unrealistically positive self-views) with a comprehensive meta-analytic review (299 samples, N = 126,916). The review considers relations between self-enhancement and personal adjustment (life satisfaction, positive affect, negative affect, depression), and between self-enhancement and interpersonal adjustment (informant reports of domain-general social valuation, agency, communion). Self-enhancement was positively related to personal adjustment, and this relation was robust across sex, age, cohort, and culture. Important from a causal perspective, self-enhancement had a positive longitudinal effect on personal adjustment. The relation between self-enhancement and interpersonal adjustment was nuanced. Self-enhancement was positively related to domain-general social valuation at 0, but not long, acquaintance. Communal self-enhancement was positively linked to informant judgments of communion, whereas agentic self-enhancement was linked positively to agency but negatively to communion. Overall, the results suggest that self-enhancement is beneficial for personal adjustment but a mixed blessing for interpersonal adjustment.
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Widyastuti, Widyastuti. "SELF COMPASSION, STRESS AKADEMIK DAN PENYESUAIAN DIRI PADA MAHASISWA BARU." Jurnal Psikologi TALENTA 3, no. 1 (March 11, 2020): 6. http://dx.doi.org/10.26858/talenta.v1i2.13031.

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Abstract. This study examined the relationship between self compassion, academic stress and self adjustment of new student at Faculty of Psychology Makassar State University. The subjects were 34 Student from Faculty of Psychology Makassar State University by random sampling. Data retrieval is done using a scale of self compassion, academic stress scale and self adjustment scale. The data was then processed using the statistical parametric Regression analysis. The analysis shows that there is a relationship between self compassion and academic stress to self adjustment. Keywords: Self compassion, academic stress, self adjustment Abstrak. Studi ini meneliti tentang pengaruh self compassion terhadap stress akademik dan penyesuaian diri pada mahasiswa baru. Subjek penelitian ini adalah mahasiswa Fakultas Psikologi Universitas Negeri Makassar angkatan 2015 sebanyak 34 orang dengan menggunakan teknik random sampling. Pengambilan data dilakukan dengan menggunakan skala self compassion, skala stress akademik dan skala penyesuaian diri. Data kemudian diolah dengan menggunakan statistik parametrik yaitu analisis regresi. Hasil analisis menunjukkan bahwa ada pengaruh self compassion dan stress akademik terhadap peyesuaian diri. Kata Kunci: Self compassion, stress akademik, penyesuaian diri
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Martin, James E., Dennis E. Mithaug, Phil Cox, Lori Y. Peterson, Jamie L. Van Dycke, and Mary E. Cash. "Increasing Self-Determination: Teaching Students to Plan, Work, Evaluate, and Adjust." Exceptional Children 69, no. 4 (July 2003): 431–46. http://dx.doi.org/10.1177/001440290306900403.

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A study was conducted to determine if secondary-age students could use self-determination contracts to regulate the correspondence between their plans, work, self-evaluations, and adjustments on academic tasks. The authors examined the impact of these contracts on the plan, work, evaluation, and adjustment behaviors of 8 secondary-age students with severe emotional/behavioral problems. The students completed daily self-determination contracts to schedule their work on academic tasks, plan for work outcomes, evaluate progress, and adjust for the next day's activity. One-way repeated-measures (ANOVAs) yielded 15 significant effects for the correspondence between plan and work, between work and evaluation, between evaluation and adjustment, and between adjustment and the next day plan. Pre- and postassessment found significant academic improvement.
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McHoskey, John W., Brian Hicks, Terri Betris, Chris Szyarto, William Worzel, Kristen Kelly, Tamara Eggert, Adam Tesler, Jenny Miley, and Travis Suggs. "Machiavellianism, Adjustment, and Ethics." Psychological Reports 85, no. 1 (August 1999): 138–42. http://dx.doi.org/10.2466/pr0.1999.85.1.138.

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We examined self-reported relations between Machiavellianism (Christie & Geis, 1970) and measures related to adjustment, well-being, and ethical orientation. We predicted that Machiavellianism would be inversely associated with adjustment, and positively associated with a nihilistic, relativistic, and nonidealistic ethical orientation. With respect to adjustment and well-being our results indicate that Machiavellianism is inversely associated with scores on measures of self-esteem, subjective well-being, and hope but positively associated with powerlessness and nihilism. The results bearing on ethical orientation are consistent with outlined predictions.
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Philip Adekanmbi, Foluso, and Wilfred Ukpere. "Self-efficacy and social adjustment as predictors of achievement motivation among bank employees." Banks and Bank Systems 16, no. 2 (June 29, 2021): 190–99. http://dx.doi.org/10.21511/bbs.16(2).2021.18.

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Despite the surge of studies on employee achievement motivation, there is little research that looks at the combination of self-efficacy and social adjustment as predictors of achievement motivation in Nigeria. Hence, this paper examines the influence of self-efficacy and social adjustment on achievement motivation in Nigeria’s banking industry. The study’s sample was drawn from six banks (Guarantee Trust Bank, First Bank of Nigeria, United Bank for Africa, Ecobank, First City Monument Bank, and Access Bank) in Ibadan, Oyo State, Nigeria. Also, it assumes a quantitative research approach. In this study, questionnaires were distributed randomly, and out of 200 questionnaires, 149 were suitable for analysis. Hence, the analysis was completed using the SPSS version 26. The results of this paper reveal that self-efficacy provided about 22% of influence and social adjustment about 82% of the influence on variance in achievement motivation among bank employees. Further results showed that gender, marital status, educational qualification and work experience have a significant and independent influence on achievement motivation among bank employees. The findings denote that increased levels of self-efficacy and social adjustment significantly predict achievement motivation. Therefore, human resource managers in Nigeria’s banking industry should always consider the psychosocial factors of employees, which will help management to know the practical measures and motivating conditions that are useful for enhancing achievement motivation. Also, banking industry managers should train employees in social adjustment skills that will help them managing their life achievements. AcknowledgmentThe Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, under Professor Wilfred Ukpere is acknowledged, in funding this study and its publication.
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Dissertations / Theses on the topic "Adjustment (Psychology) Self"

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Burgess, Kim B. "Self-schemas and behavioural adjustment of socially withdrawn children." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/10093.

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Evidence from research and clinical work supports the notion that social relationships play a crucial role in many areas of psychological development. Social withdrawal constitutes a form of social maladjustment in childhood, and consequently, may have important implications for short-term and long-term prognoses. A recent longitudinal study points to the possibility that these children are at risk for internalizing disorders, such as anxiety and depression. Yet it is unclear which psychological variables account for the possible relationship between social withdrawal and internalizing disorders. Numerous theorists and investigators have shown that cognitive factors may be central to the development of psychopathology. The present study hypothesizes that maladaptive information processing and internalizing problems may be associated with social withdrawal. A multi-group comparison therefore examined children's self-schemas, as measured by self-perceptions and recall of positive and negative descriptors, and evaluated their behavioural/emotional functioning. The complete sample consisted of 132 sixth and seventh grade children recruited from five elementary schools in the Ottawa-Carleton region. After being identified by peer nominations in Phase 1, a between-group design was utilized in Phase 2 to compare 40 withdrawn children, 51 average children, and 41 aggressive children. Multivariate analysis of variance was conducted to assess group differences in current status with regard to self-perceptions, recall memory of descriptors, and behavioural adjustment. As predicted, socially withdrawn children had less positive self-perceptions, more negative self-perceptions, and significantly higher internalizing scores than did average and aggressive children. No significant differences emerged, however, with respect to the recall of positive and negative descriptors. Implications of the present findings and directions for future research are discussed.
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Brenner, Bradley R. "A study of self-awareness, self-efficacy, and sojourner adjustment over time." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/37.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Findley, Danielle. "Self-Concept Clarity and Self-Esteem in Adolescence: Associations with Psychological, Behavioral, and Academic Adjustment." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4485.

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Self-concept clarity reflects the consistency or structure of self-concepts, and is distinct yet related to self-esteem or valence of feelings towards the self. However, research on self-concept clarity is novel and mostly conducted in adults only; studies on self-concept clarity in adolescence are limited. In the present study, self-concept clarity was examined as a related yet distinct construct from self-esteem in middle school. Factor structure and criterion validity of self-concept clarity and self-esteem was established by using factor analysis and examining associations with self- and teacher-reported psychological, behavioral, and academic indices of adjustment. Moreover, mean level gender, grade, and ethnic differences are discussed. Overall, results suggest that assessing both structure (self-concept clarity) and valence (self-esteem) of self-concepts allows for the most thorough understanding of adolescent adjustment. Specifically, self-concept clarity and self-esteem emerged as separate factors with unique associations with the adjustment indices. Findings are expected to extend past research on self-concept clarity to adolescence, and contribute to the study of sense of self and adjustment in middle school.
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Cho, Hyun Jin. "Promoting International College Students' Academic Adjustment from Self-Determination Theory." Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608059.

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When international students come to the U.S. to study, they are faced with unique needs and challenges that influence their academic success, adjustment, and well-being. In particular, international students’ academic adjustment determines their academic success during the transition to U.S. universities. This dissertation examined the validity of a new scale and international students’ academic adjustment from self-determination theory (SDT) in three different papers. The first paper examined the validity of a new instrument assessing students’ beliefs about assessment in the context of second language learning. Specifically, this study was conducted with international undergraduate students to examine their beliefs about a high-stakes standardized English proficiency exam and the use of their self-regulatory learning strategies in the context of second language learning. This study discussed implications for researchers to use an alternative scale to measure four different aspects of students’ beliefs about assessments and for educators’ intervention in students’ developing adaptive beliefs about assessment in the learning process.

The second paper aimed to provide a comprehensive theoretical framework from a self-determination perspective that supports international students’ successful academic adjustment. This paper comprised of two phases: quantitative phase and qualitative phase. The quantitative phase explored the relationships between international students’ learning climates, basic psychological needs, discussion participation, beliefs about classroom assessments, and academic adjustment. The qualitative phase explored how international students perceive their learning environments and classroom experiences in more detail through semi-structured interviews. This study showed that SDT provides theoretical foundations to explain international students’ successful academic adjustment.

Finally, the third paper investigated the relationships between self-determined motivation, beliefs about classroom assessments, and the use of different types of learning strategy through the lens of self-determination theory. It was proposed that students’ self-determined motivation may shape adaptive beliefs about classroom assessments, which in turn, contributes to use of higher level of learning strategies and eventually academic adjustment as a learning outcome. Also, this study explored whether there is a difference in students’ motivation, beliefs about assessments, and the use of self-regulated learning strategies in two different instructional environments (lecture-based and discussion-based classrooms). This paper discussed how international students’ adapt themselves to U.S. universities through motivation to learn, perspectives about classroom assessments, and different types of learning approach in different academic disciplines at the university level.

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Natera, Lucia 1973. "Self-efficacy, stress, and adjustment in Latino college students." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/278669.

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The purpose of this study was to apply a diathesis-stress model to the study of Latino self-efficacy and college adjustment. Specifically, it was of interest to determine whether self-efficacy or its subcomponents would buffer Latino students from the effects of stress in college adjustment or its subcomponents. The sample consisted of 144 Latino undergraduate students. Results suggest that although self-efficacy and its subcomponents had a large effect on adjustment and its subcomponents, they were not found to buffer stress. Hence a diathesis-stress model was not supported. Academic self-efficacy did buffer the effects of stress in predicting academic success, and was supportive of a partial diathesis-stress model. Implications of these findings include promoting the importance of having high self-efficacy and attempting to instill it in Latino youth through the educational system.
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Shoyer, Beth G. "Psychotherapist self-care : beliefs, practices, and outcomes /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901280.

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Hoi, Mandy. "Self-perception, level of accultural and psychological adjustment in Chinese college students." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/461.

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Global self-worth -- Sense of competence -- Acculturation -- Psychological adjustment -- Self-Perception Profile for College Students -- Multicultural Acculturation Scale -- Hopkins Symptom Checklist (HSCL) -- One-way MANOVA.
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Yeung, Shuk-chong Rene. "Self-evaluation of coping resources of cancer patients /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330914.

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Cobb, Michelle D. (Michelle Denise). "Sex Role Types and Psychological Adjustment: Androgyny, Masculinity, or Self-Esteem." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500839/.

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Since the advent of the Bem Sex Role Inventory (Bem, 1974) two models, the Androgyny and Masculinity model, have been advanced to explain the sex role literature. This study attempts to rectify several methodological issues by experimentally controlling for the effects of self-esteem and using a quartile-split procedure for sex role type assignment. Two experiments were conducted to evaluate interpersonal problem solving ability among sex role types and to compare the predictions of the Androgyny model and the Masculinity model. The results of both experiments implicate the crucial role of self-esteem in sex role research. Self-esteem, rather than sex role type, appears to be more predictive of adequate psychological adjustment.
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Davis, Stephen. "Juvenile Programming Activities in Detention Facilities| Self-Adjustment and Levels of Stress." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10809024.

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The significance of this study was to examine if adolescents in a juvenile detention center in St. Louis City could self-adjust, cope, or adapt to their levels of stress. There was a great deal of literature available supporting the notion of utilizing affective tactics in combating stress levels among various age groups. However, there was very little information provided on at-risk adolescents in a juvenile detention center confronted with dangerous levels of stress. The importance of understanding how these detained adolescents, between the ages of 12 and 17, approached dealing with their stress was not just beneficial to them, but also to the institution responsible for providing adequate care. It further provided a unique view into the mindset of detained adolescents’ resiliency under such adverse conditions, which could encourage future research on the matter.

Therefore, this study analyzed adolescents’ prior stress levels before detainment and once admitted, determining if there was any potential statistical correlation among the 32 participants’ views of their own stress levels and their stress management activities. The participants were equally surveyed on a range of topics to determine their initial approach used in addressing stress while in detention and what methods appeared to provide a greater level of success. The survey also measured the significance of programming and if institutional recreational activities provided substantial amounts of relief or decrease in adolescents’ stress levels. The results outlined what adolescents found to be beneficial and helpful, not an indicator of the operational functions of the institutional programs. Furthermore, one of the initial goals of this study, in collaboration with the participants and the institution, was to gain insightful information, which could potentially serve as an interventional tool or resource for adolescents under stress. The results categorized the importance of self-adjusting opportunities or methods applied in dealing with stress among detained adolescents. In addition, the institutional benefits involved a greater recognition and well-conceived opportunities for adolescents to have options in confronting their stress, from an individual or group atmosphere, which could minimize future conflicts. Therefore, the gravity of this research implies how significant it is in finding resourceful tools for all, directly in contact with some of the most difficult and challenging groups; further, encouraging and enhancing adolescents with the ability to successfully adjust to their levels of stress.

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Books on the topic "Adjustment (Psychology) Self"

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Watson, David L. Self-directed behavior: Self-modification for personal adjustment. 4th ed. Monterey, Calif: Brooks/Cole Pub. Co., 1985.

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1930-, Tharp Roland G., ed. Self-directed behavior: Self-modification for personal adjustment. 9th ed. Australia: Wadsworth/Thomson Learning, 2007.

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1930-, Tharp Roland G., ed. Self-directed behavior: Self-modification for personal adjustment. 6th ed. Pacific Grove, Calif: Brooks/Cole, 1993.

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1930-, Tharp Roland G., ed. Self-directed behavior: Self-modification for personal adjustment. 4th ed. Monterey, Calif: Brooks/Cole Pub. Co., 1985.

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Watson, David L. Self-directed behavior: Self-modification for personal adjustment. 7th ed. Pacific Grove, Calif: Brooks/Cole, 1997.

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1930-, Tharp Roland G., ed. Self-directed behavior: Self-modification for personal adjustment. 5th ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1989.

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1930-, Tharp Roland G., ed. Self-directed behavior: Self-modification for personal adjustment. 8th ed. Belmont, CA: Wadsworth/Thomson Learning, 2002.

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Creer, Thomas L. Psychology of adjustment: An applied approach. Upper Saddle River, N.J: Prentice Hall, 1997.

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Hughes, Laurel. Beginnings & beyond: A guide for personal growth & adjustment. Pacific Grove: Brooks/Cole Pub. Co., 1996.

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1947-, Conver Leigh E., ed. Self-defeating life-styles. Nashville, Tenn: Broadman Press, 1988.

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Book chapters on the topic "Adjustment (Psychology) Self"

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Nurmi, Jari-Erik. "Socialization and Self-Development: Channeling, Selection, Adjustment, and Reflection." In Handbook of Adolescent Psychology, 85–124. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9780471726746.ch4.

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Cheung, Yuen-Man, and Man-Tak Leung. "School Adjustment for Hong Kong Undergraduates: The Correlation Among Parental Acceptance-Rejection, Achievement Emotion, Academic Achievement and Self-esteem." In Applied Psychology Readings, 193–215. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8034-0_12.

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Frøystad, Kathinka. "Hinduism and New Age." In The Oxford History of Hinduism: Modern Hinduism, 141–61. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198790839.003.0009.

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One of the latest transformations of Hinduism concerns the appropriation of Western New Age influences, which in the 1990s and 2000s gave rise to a burgeoning spiritual field dominated by urban middle-class Hindus. This chapter discusses its growth and fuzzy contours and analyses its rapid growth. Drawing on psychology-inspired social theory, the chapter argues that the rapid societal changes brought about by the liberalization of India’s economy created a demand for self-development techniques that facilitated adjustment to these changes, some of which were spiritualized in the guru movements that began to mushroom. Cultivating a New Age emphasis on human oneness in a country as hierarchical and multi-religious as India makes Indian New Age stand out in at least two respects. First, by the friction between oneness, class-stratified organization, and religious philanthropy, here conceptualized as ‘patrimonial oneness’. And, secondly, by its self-conscious effort to bridge religious boundaries, though religious cosmopolitanism was difficult to accomplish in practice.
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Conference papers on the topic "Adjustment (Psychology) Self"

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Andayani, Tri Wiganti, and Uun Zulfiana. "Schizophrenia Self-Development and Self-Adjustment in the Community." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.053.

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Wu, Li. "Stress Psychology and Self - adjustment of Teachers in Higher Vocational Colleges." In 2nd International Conference on Humanities Science and Society Development (ICHSSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ichssd-17.2018.65.

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Rembulan, Anissa C. Q., and Titian Hakiki. "The Effect of Social Support on The Self – Adjustment of Overseas Students in Java." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.18.

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You might also be interested in the extended bibliographies on the topic 'Adjustment (Psychology) Self' for particular source types:
Journal articles Dissertations / Theses Books
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