To see the other types of publications on this topic, follow the link: Student adjustment – Education (Higher).
Journal articles on the topic 'Student adjustment – Education (Higher)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Student adjustment – Education (Higher).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Rhein, Douglas. "African American student sociocultural adjustment to Thai international higher education." Globalisation, Societies and Education 16, no. 4 (February 20, 2018): 381–94. http://dx.doi.org/10.1080/14767724.2018.1440349.
Full text
2
Johnson, William R., and Sarah Turner. "Faculty without Students: Resource Allocation in Higher Education." Journal of Economic Perspectives 23, no. 2 (April 1, 2009): 169–89. http://dx.doi.org/10.1257/jep.23.2.169.
Full textAbstract:
Colleges and universities display substantial differences in the ratio of students to faculty across fields or disciplines. At Harvard University, for example, economics has about 16 students majoring in the subject per full-time-teaching equivalent, while in other departments such as astronomy, Slavic, German, and Celtic, the number of teaching faculty exceeds the number of student majors. We begin by presenting some evidence on the extent of the variation in faculty resource allocation by field and the broad changes over the last several decades. We then consider potential economic explanations for these striking patterns. For example, a basic education production function, which seeks to maximize aggregate student learning subject to a faculty salary budget constraint, will require that faculty be allocated across fields so that relative marginal gains in student learning equal relative faculty salaries. Differences across fields in student–faculty ratios could then arise either from differences in the pedagogical technology across fields or variation in relative faculty salaries. Additional university goals, such as research and graduate program productivity, or adjustment costs, as imposed by the tenure system, could also generate variation across fields in student–faculty ratios. However, we have only limited evidence that these arguments can explain the ongoing disparities in student–faculty ratios across fields and disciplines, which suggests that a substantial part of the explanation may reside in the politics rather than the economics of decision making in institutions of higher education.
3
Nguyen, David J., and Jay B. Larson. "Exploring the Influence of Student Affairs on Adjustment and Adaptation for Indonesian Graduate Students." Journal of International Students 7, no. 4 (October 1, 2017): 1010–29. http://dx.doi.org/10.32674/jis.v7i4.188.
Full textAbstract:
This qualitative study explored the influence of student affairs on academic adjustment and adaptation for 10 Indonesian graduate students at a single campus. Semi-structured interviews explored student affairs’ role in adaptation and transition to collegiate life in the United States. Analyses illuminated ways in which participants experienced disequilibrium attending U.S. institutions arising from pre-arrival constructed images of college life in the United States. Student affairs functional areas disrupted these stereotypes for students and devised strategies for Indonesian students to feel more welcomed and included. Study participants described the importance of culturally-relevant student organizations, inclusive environments, and religiously affiliated centers in their adjustment. The article concludes with practical implications for student affairs professionals and higher education institutions.
4
Le, Anh T., and Barbara Y. LaCost. "Vietnamese Graduate International Student Repatriates: Reverse Adjustment." Journal of International Students 7, no. 3 (July 1, 2017): 449–66. http://dx.doi.org/10.32674/jis.v7i3.203.
Full textAbstract:
The purpose of this study is to explore the experiences of Vietnamese international students who have returned to Vietnam after graduation from a U.S. higher education institution. The findings suggest that participants found it harder to readjust to Vietnam than to adjust to the U.S. even though they had lived most of their lives in Vietnam. Time in the U.S. had changed them considerably, making it difficult for them to fit back into their old lives in Vietnam. Most of them did not expect to experience reserve culture shock, and most had made real efforts to fit back into the Vietnamese environment and culture.
5
Starr-Glass, David. "Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place." Journal of International Students 7, no. 4 (October 1, 2017): 1126–34. http://dx.doi.org/10.32674/jis.v7i4.197.
Full textAbstract:
On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students “international” may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students—irrespective of national origins—are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as “international.”
6
Cousins, Chris, Heather L. Servaty-Seib, and Jennifer Lockman. "College Student Adjustment and Coping." OMEGA - Journal of Death and Dying 74, no. 4 (August 3, 2016): 386–409. http://dx.doi.org/10.1177/0030222815598911.
Full textAbstract:
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-focused coping for bereaved students and that bereaved students exhibited lower levels of both social adjustment and institutional attachment at low levels of family support, whereas nonbereaved students exhibited lower social adjustment at high levels of family support. Directions for future research and implications for practice and higher education policy are offered.
7
Klein, Matthew B., and John D. Pierce. "Parental Care AIDS, but Parental Overprotection Hinders, College Adjustment." Journal of College Student Retention: Research, Theory & Practice 11, no. 2 (August 2009): 167–81. http://dx.doi.org/10.2190/cs.11.2.a.
Full textAbstract:
Previous work has shown that students who have troublesome relationships with their parents show higher risk factors for poorer college adjustment. In the present study, we focused on the balance between two key aspects of parenting style, parental care and overprotection, as they affect the transition to college life. Eighty-three undergraduate college students completed the College Adjustment Scales and the Parental Bonding Instrument. The most successful college adjustment was seen in students with parents viewed as providing the unique combination of high care and low overprotection. Higher parental care and less overprotection were significantly associated with better college adjustment across several domains of college-related problems, including academic problems, anxiety, interpersonal problems, depression, self-esteem problems, and family problems. Both maternal and paternal care was critical for successful college adjustment. These results have important implications for understanding how familial issues powerfully influence college adjustment and student retention, and provide compelling evidence of the need for limits to parental support in students entering college.
8
Rahming, Sophia. "Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education." Journal of International Students 9, no. 4 (November 15, 2019): 1055–73. http://dx.doi.org/10.32674/jis.v9i4.343.
Full textAbstract:
This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.
9
Ho, K. C. "International Higher Education Ambitions and Regional Migration Supports." TRaNS: Trans -Regional and -National Studies of Southeast Asia 2, no. 2 (June 26, 2014): 163–82. http://dx.doi.org/10.1017/trn.2014.9.
Full textAbstract:
AbstractHigher education in East Asia is at an important historical juncture where its flagship universities are locked in a race to internationalise. In this restructuring, international students become a critical element in university and national strategies, as a key resource to strengthen university research and to augment the skilled labour force of a country. This article examines the issue of student migration at three scales. First, an idea of the regional magnitude of student movements is determined by examining inbound and outbound movements of students moving out of their home countries to study abroad within Pacific Asia (East and Southeast Asia). Second, by using Singapore as a case study, the paper examines the role of state policy in the internationalisation of higher education. We see how state and university policies shape the new work of flagship universities. And third, by drilling down further and using a survey sample of National University of Singapore international students, the main body of the paper examines the process of decision making, the elements which attract students to Singapore, their adjustment process, and their plans after graduation. This paper argues that the internationalisation of education brings about a powerful set of influences to the host society particularly when there are policies facilitating foreign students and their insertion into the host economy and society. Far from being a small temporary minority locked away in ivory towers, foreign students become the focus of policy, a talent that is sourced, a pillar supporting the economy, the hope of new marriage formation and the arrest the fertility decline, and an essential ingredient in the resultant multicultural society.
10
PhDRL, John Kit S. Masigan,. "Lived Experiences of Foreign Students towards the Development of a Language Adjustment Assessment Tool." World Journal of Educational Research 6, no. 2 (March 5, 2019): 125. http://dx.doi.org/10.22158/wjer.v6n2p125.
Full textAbstract:
<p><em>As part of internationalization of higher education, student mobility has expanded over the past decade. Particularly, at St. Paul University Philippines, internationalization is established by hosting foreign students from Basic Education Unit to the Graduate School. Reviewed literature shows that foreign students across countries face a range of unique acculturation difficulties brought by language difference. However, none of these focused solely on language adjustment of foreign students. The researcher considered this particular space in sociolinguistics as a potential niche to occupy, with the aim of explicating the lived experiences of foreign students to develop a language adjustment assessment tool. This study used hermeneutical phenomenology in understanding the lived experiences of foreign students on language adjustment. Considering data saturation in the qualitative phase, the researcher involved 18 college foreign students using semi-structured one-on-one interview. The data were subjected to thematic structural analysis to find emerging themes. Based on such themes, the researcher developed a language adjustment assessment tool in the quantitative phase, which was pilot-tested to 76 medical foreign students and finally administered to 51 college foreign students using purposive-convenient sampling. Cohens Kappa was used to assess the instrument’s validity while Cronbach’s Alpha for reliability. Based on the findings of the study, more enablers affecting language adjustment of foreign students were identified than constraints. Moreover, four major themes emerged including Language-related General Living Adjustments, Language-related Academic Adjustments, Language-related Socio-Cultural Adjustments, and Language-related Psychological Adjustments. The developed language adjustment assessment tool was also evaluated to be fairly valid and reliable.</em></p>
11
Quintana, Stephen M., Martha C. Vogel, and Veronica C. Ybarra. "Meta-Analysis of Latino Students' Adjustment in Higher Education." Hispanic Journal of Behavioral Sciences 13, no. 2 (May 1991): 155–68. http://dx.doi.org/10.1177/07399863910132003.
Full text
12
Shankland, Rebecca, Christophe Genolini, Lionel Riou França, Julien-Daniel Guelfi, and Serban Ionescu. "Student adjustment to higher education: the role of alternative educational pathways in coping with the demands of student life." Higher Education 59, no. 3 (June 25, 2009): 353–66. http://dx.doi.org/10.1007/s10734-009-9252-7.
Full text
13
Geyer, Paul D. "Adjustment-seeking behavior: The role of political skill and self-efficacy in training students to be more actively engaged in their studies." Active Learning in Higher Education 19, no. 3 (August 28, 2017): 225–37. http://dx.doi.org/10.1177/1469787417721993.
Full textAbstract:
Some students cope with the conflicting demands of work, family, health, and college by engaging in adjustment-seeking behavior, whereby students try to persuade instructors to make the kinds of personalized adjustments needed to avoid the potential consequences of conflicts between academic responsibilities and their other responsibilities. Hypothesized here is that students’ adjustment-seeking behaviors are predicated by knowledge of students’ political skill and adjustment-seeking self-efficacy. Participants completed a survey measuring adjustment-seeking behavior, adjustment-seeking self-efficacy, and political skill. Multiple regression analysis revealed that students’ political skill and adjustment-seeking self-efficacy contributed significantly to the prediction of adjustment-seeking behavior, as hypothesized. Adjustment-seeking behavior was found to be more frequent among participating students with higher levels of political and self-efficacy skills. Implications for research and practice are discussed.
14
Sundari, Sri, and Fitri Nurjanah. "Does the MMPI-2 College Maladjustment Scales Affect the Mini-Quiz Score of Students in the Medical Study Program of Universitas Muhammadiyah Yogyakarta." JMMR (Jurnal Medicoeticolegal dan Manajemen Rumah Sakit) 10, no. 1 (April 28, 2021): LAYOUTING. http://dx.doi.org/10.18196/jmmr.v10i1.11432.
Full textAbstract:
A student, especially a new student, will make adjustments to their environment in their first year of college, from high school to higher education. During the adjustment process, freshman experience various kinds of changes in the Higher Education environment. These changes both academically and non-academically. This research is a quantitative analytic observational research with cross sectional approach. The population used in this study were new students of the 2018 class of the Medical Study Program at Universitas Muhammadiyah Yogyakarta. There were 150 new student batch 2018 as population of the study. Based on the results and discussion, it can be concluded that there is no significant relationship between the MMPI-2 College Maladjustment Scales (Mt) and the mini-quiz score. It is suggested to have further research with more mini-quiz scores in blocks, research on factors that affect learning outcomes, and involve other aspects of learning outcomes, not only mini-quiz scores but also final block evaluation scores, tutorial scores and practicum scores.
15
Ruan, Ling, Yi Long, Ling Zhang, and Guonian Lv. "A Platform and Its Applied Modes for Geography Fieldwork in Higher Education Based on Location Services." ISPRS International Journal of Geo-Information 10, no. 4 (April 6, 2021): 225. http://dx.doi.org/10.3390/ijgi10040225.
Full textAbstract:
Fieldwork is an important aspect of geography learning in higher educational institutions. Under the support of mobile technologies, the process and method of fieldwork in geography education have significantly been changed. However, the in-depth combination of Location-Based Services (LBSs) and geography fieldwork is still in the initial exploration stage. This paper designed and implemented a professional geography fieldwork platform based on Lushan, a famous geography fieldwork education station in Jiangxi, China. The platform includes the student-side mobile application, teacher-side mobile application, and a web back-end management system. Three specific technologically-enhanced applied modes were put forward based on the platform, which contains teacher-centered, semi-supervised, and student-independent modes. Students’ views on the three applied modes and usage in the fieldwork platform were collected through a questionnaire. The result shows that the LBS fieldwork platform has significant support for geography fieldwork. It meets the needs of students and reduces the burden for teachers. The teacher-centered is the most popular mode for students. Due to the unguaranteed fieldwork safety, inconvenient dynamic adjustment, and the habit of relying on the teacher’s explanation, the student-independent mode based on the LBS platform has apparent limitations. Nevertheless, students can recognize its potential in improving their practical, cooperative, and autonomous abilities. They are willing to try independent fieldwork supported by the platform in several days.
16
Inyama, Davis, Allison Williams, and Kay McCauley. "Experiences of African Students in Predominantly White Institutions: A Literature Overview." Nursing Research and Practice 2016 (2016): 1–6. http://dx.doi.org/10.1155/2016/5703015.
Full textAbstract:
The objective of this paper is to examine research conducted on the experiences of African health sciences students in predominantly white higher education institutions/environments. The main elements of cross-cultural adaptation models were adopted to discuss the amalgamated themes under the auspices of adjustment, integration, and conditioning. The overview revealed that African students encounter unique experiences, with isolation and “feeling different” being commonly mentioned. Recommendations for future research are presented, including programmatic implications for higher education and student affairs professionals.
17
Hagborg, Winston J. "A Study of Persistent Absenteeism and Severely Emotionally Disturbed Adolescents." Behavioral Disorders 15, no. 1 (November 1989): 50–56. http://dx.doi.org/10.1177/019874298901500103.
Full textAbstract:
Student absenteeism is an issue of concern both for regular education and emotionally disturbed students. Previous studies have investigated the variables associated with poor school attendance and the later adult adjustment of poor attenders. Studies with severely emotionally disturbed students and absenteeism have been uncommon. This study investigated differences between high and low school attending severely emotionally disturbed adolescents drawn from a school serving this student population. Results, consistent with the author's hypotheses, found that high attenders resided in homes with higher socioeconomic circumstances, demonstrated higher mathematics skills, and exhibited a superior behavioral adjustment (four of six scales of the Revised Behavior Problem Checklist; RBPC). Also, the high attenders were found more likely to travel to and from school by private rather than public transportation. Contrary to the study's hypotheses, the two groups did not differ on gender, race, parental marital status, age, IQ, reading skills, two scales of the RBPC, sociometric ratings, and frequency of discipline problems (crisis intervention). A central focus of the study is the low attenders' home environment and its impact on regular school attendance.
18
Atteraya, Madhu Sudhan. "Acculturation Stressors and Academic Adjustment among Nepalese Students in South Korean Higher Education Institutions." International Journal of Environmental Research and Public Health 18, no. 12 (June 17, 2021): 6529. http://dx.doi.org/10.3390/ijerph18126529.
Full textAbstract:
International students are steadily increasing in South Korean higher education institutions. How well international students are adjusted academically and the relationship between acculturation stressors and academic adjustment has not yet been determined. This study aimed to fill this research gap by examining the relationship between acculturation stressors and academic adjustment among Nepalese international students in South Korean higher education institutions. The sample of the study consisted of Nepalese students who enrolled in 36 universities in South Korea. Students’ background characteristics and acculturation stressors were selected to examine the association between acculturation stressors and academic adjustment. Pearson correlation and hierarchical multiple regression were utilized. The results from the Pearson correlation revealed the negative correlation of perceived discrimination (r = −0.23, p < 0.01), perceived hate/rejection (r = −0.18, p < 0.05), perceived fear (r = −0.24, p < 0.01), and perceived cultural shock (r = −0.17, p < 0.05) with academic adjustment. Further, the hierarchical regression model revealed that perceived fear (β = −0.220, p < 0.05) had a negative association with academic adjustment. Addressing acculturation stressors among international students is essential to facilitate a positive academic environment. Mainly, perceived fear has negatively affected students’ academic adjustment. Based on these findings, tailored programs must be developed to curtail international students’ perceived fear.
19
Malaklolunthu, Suseela, and Poovaikarasi Sateyen Selan. "Adjustment problems among international students in Malaysian private higher education institutions." Procedia - Social and Behavioral Sciences 15 (2011): 833–37. http://dx.doi.org/10.1016/j.sbspro.2011.03.194.
Full text
20
Alčiauskaitė, Laura, and Liuda Šinkariova. "The Importance of Educational Level and Occupation to Adjustment to Disability Among Mobility Impaired People." Pedagogika 129, no. 1 (April 25, 2018): 112–25. http://dx.doi.org/10.15823/p.2018.08.
Full textAbstract:
Every disability results in array of reactions ranging from negative affectivity to successful acceptance of disability among mobility impaired people. Previous studies suggest that educational level and occupation are potential variables affecting adjustment to disability but there is a lack of research analysing how these variables are related to individual’s reactions to disability.
The aim of the study was to assess the importance of educational level and occupation to adjustment to disability among mobility impaired people.
The study sample included 275 mobility impaired individuals, aged between 18 and 79. Their adjustment to disability was assessed using two questionnaires: 1) Reactions to Impairment and Disability Inventory (Livneh & Antonak, 1990), measuring six emotional reactions to disability: denial, depression, internalized anger, externalized hostility, acknowledgement and adjustment; 2) Acceptance of disability scale (Linkowski, 1971).
The results revealed that individuals with higher educational level reported less internalized anger and externalized hostility compared to individuals with lower educational level. In addition, employed individuals expressed less depression and internalized anger and greater adjustment than unemployed individuals. Individuals who were students at the time reported less depression and greater denial, acknowledgement and adjustment to disability compared to those who were unemployed. Students also perceived greater externalized hostility than employed individuals. The results of linear regression indicated that employment and student status but not disability related variables significantly explained the variance of acceptance of disability.
21
Sandler, Daniil G., Anastasia E. Sudakova, and atyana V. Tarasyeva. "Drivers for Development in Regional Higher Education." Economy of Region 16, no. 4 (December 2020): 1087–103. http://dx.doi.org/10.17059/ekon.reg.2020-4-6.
Full textAbstract:
Recently, higher education in Russia and abroad has been transformed significantly. Both universities and the state have to tackle challenging and multidirectional tasks. Analysis of theoretical research on the types of higher education institutions and the determining factors provides insights into drivers for development. Simultaneously, multivariate methodology for assessing the state of higher education allows identifying the factors that most affect its transformation. Th e stud y demonstrate s that these factors depend on the development strategy and economic model of a university as well as government programmes for the development of education and science. One of the major factors affecting the development of regional higher education is the presence of a leading university in the region. This situation is economically justified due to the strong dependence of universities on the federal budget. Moreover, a leading university creates an educational environment for academic staff and students. Their participation in scientifi c researc h an d academi c activitie s positivel y influen ce t he developme nt of regional systems. The growing gap between the leading university and other education institutions leads to monopolisation, decrease in competition, and, consequently, decline in performance. Thus, there is a need for structural changes. The particular factors affecting the development of the higher education are the indicators of academic activity and student performance. The conducted analysis suggests the intensification of the trends, indicating further differentiation of regional higher education system with a simultaneous improvement of individual universities in research and development. Additionally, it is necessary to examine the feasibility of structural adjustment within regional systems due to the growing imbalances in development.
22
Sandler, Daniil G., Anastasia E. Sudakova, and atyana V. Tarasyeva. "Drivers for Development in Regional Higher Education." Economy of Region 16, no. 4 (December 2020): 1087–103. http://dx.doi.org/10.17059/ekon.reg.2020-4-6.
Full textAbstract:
Recently, higher education in Russia and abroad has been transformed significantly. Both universities and the state have to tackle challenging and multidirectional tasks. Analysis of theoretical research on the types of higher education institutions and the determining factors provides insights into drivers for development. Simultaneously, multivariate methodology for assessing the state of higher education allows identifying the factors that most affect its transformation. Th e stud y demonstrate s that these factors depend on the development strategy and economic model of a university as well as government programmes for the development of education and science. One of the major factors affecting the development of regional higher education is the presence of a leading university in the region. This situation is economically justified due to the strong dependence of universities on the federal budget. Moreover, a leading university creates an educational environment for academic staff and students. Their participation in scientifi c researc h an d academi c activitie s positivel y influen ce t he developme nt of regional systems. The growing gap between the leading university and other education institutions leads to monopolisation, decrease in competition, and, consequently, decline in performance. Thus, there is a need for structural changes. The particular factors affecting the development of the higher education are the indicators of academic activity and student performance. The conducted analysis suggests the intensification of the trends, indicating further differentiation of regional higher education system with a simultaneous improvement of individual universities in research and development. Additionally, it is necessary to examine the feasibility of structural adjustment within regional systems due to the growing imbalances in development.
23
Faizah, Faizah, Farica Veronica Marmer, Nadhirah Nurul Aulia, Ulifa Rahma, and Yuliezar Perwira Dara. "Self-esteem dan resiliensi sebagai prediktor penyesuaian diri mahasiswa baru di Indonesia." Persona:Jurnal Psikologi Indonesia 9, no. 2 (December 25, 2020): 335–52. http://dx.doi.org/10.30996/persona.v9i2.3448.
Full textAbstract:
AbstractStudents who continue their education to higher education will find a variety of changes, new challenges, demands, and greater responsibilities. This transition can put pressure on new students and negative results if they cannot pass it. The purpose of this study was to determine the role of self-esteem and resilience towards the adjustment of new students. Determination of the sample using accidental sampling technique with a sample of new students in the first semester who are actively enrolled in state or private universities (N = 673). Measuring instruments used are the Rosenberg Self-esteem Scale-Revised with reliability .836, Brief Resilience Scale with reliability .747, and Inventory of New College Student Adjustments with reliability .701 that have been through the process of trans adaptation. Based on the results of multiple regression tests, self-esteem and resilience are significant predictors of the adjustment of new students in a positive direction. Self-esteem is an evaluation of core self and resilience in difficult times can be a factor that increases the adjustment of new college students.Keywords: Adjustment; New College Student; Resilience; Self-esteem AbstrakSiswa yang melanjutkan pendidikannya ke perguruan tinggi akan menemukan berbagai perubahan, tantangan baru, tuntutan, dan tanggung jawab yang lebih besar. Transisi ini dapat memberikan tekanan bagi mahasiswa baru dan hasil yang negatif apabila tidak dapat melewatinya. Tujuan penelitian ini adalah untuk mengetahui peran self-esteem dan resiliensi terhadap penyesuaian diri mahasiswa baru. Penentuan sampel menggunakan teknik accidental sampling dengan sampel mahasiswa baru di semester pertama yang terdaftar aktif di perguruan tinggi negeri ataupun swasta (N = 673). Alat ukur yang digunakan adalah skala Rosenberg Self-esteem Scale-Revised dengan reliabilitas .836, Brief Resilience Scale dengan reliabilitas .747, dan Inventory of New College Student Adjustment dengan reliabilitas .738 yang telah melalui proses transadaptasi. Berdasarkan hasil uji regresi berganda, self-esteem dan resiliensi merupakan prediktor yang signifikan terhadap penyesuaian diri mahasiswa baru dengan arah yang positif. Self-esteem sebagai evaluasi inti diri dan resiliensi sebagai ketahanan dalam masa sulit dapat menjadi faktor yang meningkatkan penyesuaian diri mahasiswa baru.Kata kunci: Mahasiswa baru; Penyesuaian diri; Resiliensi; Self-esteem
24
Mohd Yusuf, Bibi Noraini. "Cross-Cultural Factors That Influence Adjustment Process of International Students in Malaysian Public Universities." International Journal of Business and Management 4, no. 2 (April 15, 2020): 30–38. http://dx.doi.org/10.26666/rmp.ijbm.2020.2.4.
Full textAbstract:
International students’ enrolment in higher education in Malaysia has expanded widely in scope, volume, and complexity, giving rise to a myriad of challenges and difficulties in their adjustment process, which have to be understood and addressed. In this study, the cross-cultural factors that influence psychological, socio-cultural, and self-realization adjustments amongst international students studying in Malaysian public universities were examined. The purpose of this research was to gauge a better understanding of the difficulties and challenges encountered by them when pursuing higher education opportunities in Malaysian public universities, and how they had managed to overcome the necessary adjustments. A research survey based on 31-item questionnaires was formulated. Stratified random sampling methodology was adopted in the distribution of 250 questionnaires, with a total of 218 responses received. Data were coded and analyzed using the Statistical Package for Social Sciences’ software. The variables, socio-cultural adjustment, and self-realization adjustment showed negative correlations towards their adjustment process. The outcomes should enable university faculties and staff to recognize foreign students’ needs, and effectively offer supportive campus resources and services to assist them in their adjustment process.
25
Tsegay, Samson Maekele, Mulugeta Zemuy Zegergish, and Muhammad Azeem Ashraf. "Socio-cultural Adjustment Experiences of International Students in Chinese Higher Education Institutions." Millennial Asia 9, no. 2 (August 2018): 183–202. http://dx.doi.org/10.1177/0976399618786342.
Full textAbstract:
Using qualitative research methods, this study explores international students’ socio-cultural adjustment experiences in Chinese Higher Education Institutions (HEIs). The study indicates that many international students in China are facing linguistic and cultural challenges. They have limited interaction with Chinese students and the local people, which results in shallow socio-cultural understanding of China and its people. Although they are inadequate, Chinese HEIs are tackling these challenges by providing various supporting mechanisms such as offering introductory Chinese language course/s, organizing orientation programmes and partnering international and Chinese students. The study helps (Chinese) HEIs to enhance their services to international students and boost students’ experiences.
26
Ivemark, Biörn, and Anna Ambrose. "Habitus Adaptation and First-Generation University Students’ Adjustment to Higher Education: A Life Course Perspective." Sociology of Education 94, no. 3 (May 26, 2021): 191–207. http://dx.doi.org/10.1177/00380407211017060.
Full textAbstract:
In recent years, research has brought attention to the heterogeneity of resources that first-generation students bring with them to higher education and the factors that assist in these students’ social and academic adjustment to university life. However, few studies have focused on how these students’ early socialization and experiences over the life course influence their adjustment experiences to university. Drawing on Bourdieu’s habitus concept to explore the life histories of first-generation students at a midranked Swedish university, we identify three types of adjustment profiles—Adjusters, Strangers, and Outsiders—and highlight five key factors over the life course that explain why they differ: family resources, early social environment, educational experiences and opportunities, peers, and partners. Our findings suggest that class-related adjustment challenges in college can be traced to different levels of cultural capital acquired during first-generation students’ early socialization but also to capital acquired through sustained contact with cultural capital–abundant social environments throughout their life course, resulting in subtle but consequential habitus adaptations. This study extends previous research in the field by exploring a broader set of social contexts that can spur first-generation students’ cultural capital acquisition before college and facilitate their adjustment to higher education.
27
Kindelan, Paz. "Coming to Grips with Bologna: Change and Student Empowerment in Transforming Classes into an Effective Learning Environment." Review of European Studies 13, no. 3 (July 20, 2021): 43. http://dx.doi.org/10.5539/res.v13n3p43.
Full textAbstract:
With the advent of the Bologna Process to develop higher education in the European Union, university teachers and students have gone through a process of change. This change required an adjustment to the demands of higher education reform governed by European convergence. However, the resulting transformations in pedagogical practice have ostensibly affected not only teacher-student attitudes and relationships but also the academic culture.
Within the new educational paradigm, the shift to a student-centered pedagogy has meant the empowering of individual students providing them with the opportunity to direct their own learning. However, the issue now is how to address and exercise student empowerment in the real-life class. This study is an investigation into the role of teachers to strike a balance between the forces pushing them to adapt to the new pedagogical framework and the need to improve student self-reliance and ownership of learning. It concludes by reaffirming the advantages of applying an empowerment-based approach, already recognized by current research, that enhances teacher and students relations in an effective learning environment.
28
Wen, Wen. "Inbound international student policies in China: a historical perspective." Asian Education and Development Studies 7, no. 2 (April 9, 2018): 174–83. http://dx.doi.org/10.1108/aeds-09-2017-0097.
Full textAbstract:
Purpose Policies regarding international student enrollment represents diversified responses and attitudes on internationalization of higher education, which is associated not only to the internal reforms of the higher education system but also to the adjustment of government-institution relationships in larger contexts of economic development, and cultural and diplomatic strategies. The purpose of this paper is therefore to analyze the trend of the mainland China’s inbound international student mobility during the past decades in the broader context of the country’s diplomatic and domestic political circumstances. Design/methodology/approach By using a historical and holistic approach, this paper identifies four stages of the development of international education for inbound international students, and examines the underpinning ideologies or motives of the trend. Findings Findings of this research suggestthat different from the triumph of other Asian countries in international education, neo-liberalism has inserted a very limited impact to the development of international education of the mainland China, mainly at the micro level; the main motive of international education in China is to serve its domestic politics and diplomacy. A type of new nationalism is emerging in China’s recent global strategy. Originality/value This paper responds to the broader discussion of natioanlism vs internationalism by looking at the complex relationship between the state, international relations, and higher education institutions.
29
Potapchuk, Alla Askoldovna, Nina Pavlovna Vanchakova, Elizaveta Valerjevna Vorontsova, Anton Mikhailovitch Shaporov, and Andrei Anatoljevich Bogatyrev. "Educational Program “Healthy Lifestyle University” for Medical Students’ Vocational Adjustment Development." BIO Web of Conferences 29 (2021): 01019. http://dx.doi.org/10.1051/bioconf/20212901019.
Full textAbstract:
The paper describes the design and the essential results of a specially developed educational program “Healthy Lifestyle University”. This program can be viewed as an effective tool of medical students’ lifestyle monitoring as well as social and vocational position development. The program has been designed and implemented in Pavlov First Saint Petersburg State Medical University, and successfully tested in the XI open public All-Russian competition of educational institutions of higher education (subordinate to the Ministry of HealthCare of the Russian Federation). The program was the winner in the category “Higher Education Institution of Healthy Lifestyle”. The essential educational components of the program, dedicated to dissemination of medical knowledges and fostering healthy lifestyle in medical students are disclosed in the article. The results of the survey reflect modern medical students’ modus vivendi and the concept of “healthy lifestyle” perceptions, as well as students’ troubles, needs and suggestions for further improvement of healthy lifestyle conditions, facilities and opportunities. These provide essential guidelines for further development of healthy and student-friendly university environment in Russia. The propagated healthy lifestyle set of values and attitudes contributes to vocational adjustment and vocational position formation, as well as personal and vocational selfreflection preparedness development of medical students.
30
Almukhambetova, Ainur, and Daniel Hernández-Torrano. "Gifted Students’ Adjustment and Underachievement in University: An Exploration From the Self-Determination Theory Perspective." Gifted Child Quarterly 64, no. 2 (February 13, 2020): 117–31. http://dx.doi.org/10.1177/0016986220905525.
Full textAbstract:
Successful transition from school to university is essential for the academic success of any student. Gifted students might encounter unique challenges due to their characteristics, and there is an evidence that a failure to adjust to the demands of university environment has a negative effect on gifted students’ academic performance, leading to underachievement. This qualitative study aimed at exploration of gifted students’ adjustment to university and issues they face within this process. We use the lenses provided by self-determination theory to further interpret the role of both internal and external motivation forces contributing to gifted students’ adjustment and achievement in higher education settings. It was identified that the gifted school and university learning environments, as well as the influence of key people (parents, peers, and teachers) played a crucial role in facilitating or impeding gifted school graduates’ sense of self-determination and consequently their adjustment and achievement. This study offers interesting insights for the understanding of gifted (under)achievement in a context where giftedness is predominantly conceived as high intelligence and academic achievement, gifted students are identified via performance-based measures, specialized schools are the preferred means for gifted education, and young people’s talents are considered invaluable for the development of the national economy and the society.
31
Nicola, Spurling. "Exploring adjustment: The social situation of Chinese students in UK higher education." LATISS: Learning and Teaching in the Social Sciences 3, no. 2 (March 23, 2007): 95–117. http://dx.doi.org/10.1386/ltss.3.2.95_1.
Full text
32
Allen, Walter R. "Black students in U.S. higher education: Toward improved access, adjustment, and achievement." Urban Review 20, no. 3 (1988): 165–88. http://dx.doi.org/10.1007/bf01112008.
Full text
33
Chai, Dae Seok, Huyen Thi Minh Van, Chih-Wei Wang, Jin Lee, and Jia Wang. "What Do International Students Need?" Journal of International Students 10, no. 3 (August 15, 2020): 571–89. http://dx.doi.org/10.32674/jis.v10i3.1235.
Full textAbstract:
This study aimed to investigate the relationships between perceived family support and community support and the organizational citizenship behavior of international students in U.S. higher education institutions. It also examined the mediating effects of cross-cultural adjustment and engagement on the relationships. Data were collected from 1,436 international students in one university located in the southwestern United States. Building on previous studies that have used a top-down managerial approach, this study used a noninstitutional/person-based approach to validate two guiding theories (spillover theory and job demands–resources model) and related former empirical studies. The results help stakeholders visualize a holistic picture of the international student experience. Such knowledge enables higher education institutions to make data-driven decisions about how to strategically prioritize resources to assist international students.
34
Bhandari, Amrita. "International Students: Strengthening a Critical Resource." Journal of International Students 2, no. 2 (July 1, 2012): 200. http://dx.doi.org/10.32674/jis.v2i2.534.
Full textAbstract:
International student mobility is changing quickly in institutions of higher education in the United States, the United Kingdom, Australia, and Canada. In the U.S. alone, the total number of global mobile students reached 9.5 million in 2012. In comparison to other European countries, there are fewer published resources about and for international students in the U.S. In this demanding academic context, I consider International Students: Strengthening a Critical Resource written by Maureen S. Andrade and Norman W. Evans as an important handbook for international students’ educators and administrators. This book addresses eight major issues: adjustment, persistence, recruitment, orientation, English language programs, social support services, intercultural communication and learning, and immigration and legal issues.
35
Willems, Jonas, Tine Van Daal, Peter Van Petegem, Liesje Coertjens, and Vincent Donche. "Predicting freshmen’s academic adjustment and subsequent achievement: differences between academic and professional higher education contexts." Frontline Learning Research 9, no. 2 (March 12, 2021): 28–49. http://dx.doi.org/10.14786/flr.v9i2.647.
Full textAbstract:
This study tests an integrative model, which delineates how students’ academic motivation, academic self-efficacy and learning strategies (processing strategies and regulation strategies) at the end of secondary education impact academic adjustment in the first semester of the first year of higher education (FYHE) and subsequent academic achievement at the end of the FYHE, in two types of HE programmes. More precisely, the present study explores the extent to which the explanatory values of aforementioned determinants of academic adjustment and academic achievement differ across academic (providing more theoretical and scientific education) and professional (offering more vocational education that prepares students for a particular occupation, such as nursing) programmes. Hereto, multiple-group SEM analyses were carried out on a longitudinal dataset containing 1987 respondents (Academic programmes: N=1080, 54.4%; Professional programmes: N=907, 45.6%), using Mplus 8.3. Results indicate differences in the predictive power of determinants under scrutiny between professional and academic contexts. Firstly, learning strategies and motivational variables at the end of secondary education have more predictive power in the prediction of FYHE academic adjustment in the academic programmes than in professional programmes. Secondly, our results indicate that academic adjustment in the first semester of the FYHE influences academic achievement to a bigger extent in professional programmes than in academic programmes. Moreover, these differences across HE contexts were found after controlling for prior education. Implications of the findings are discussed.
36
Khairina, Khairina, Samsilah Roslan, Noorlila Ahmad, Zeinab Zaremohzzabieh, and Nurazidawati Mohamad Arsad. "Predictors of Resilience among Indonesian Students in Malaysian Universities." Asian Journal of University Education 16, no. 3 (October 20, 2020): 169. http://dx.doi.org/10.24191/ajue.v16i3.11081.
Full textAbstract:
The benefits of internationalization in higher education are indisputable. However, students studying abroad may face difficulties such as adjustment issues since they are away from home and go through a new stage in their lives. Seeing that an essential predictor of psychological adjustment is resilience, the current study aims to assess the role of a range of factors (optimism, social support, self-efficacy, psychological well-being, and demographic) in predicting the resilience of Indonesian students in Malaysia. Two hierarchical multiple regression analyses were used to test the influencing factors on resilience. Based on the literature, this study is quantitative in nature where a total of 229 Indonesian postgraduate students in Malaysian public universities were chosen as participants. Results showed that resilience is affected by optimism, social support, and self-efficacy. Essentially, this study provides practical insights into how international students can make adjustments to reduce the impact of stress faced in challenging situations.
Keywords: adjustment, higher education, international students, Malaysia, resilience
37
Kambuga, Yusuph. "Perception of international student’s towards education services in Romania: Expectations and challenges." Studia Doctoralia 5, no. 1-2 (September 27, 2018): 104–16. http://dx.doi.org/10.47040/sd/sdpsych.v5i1-2.49.
Full textAbstract:
The study examines the perception, expectations and challenges among international students studying in higher learning institutions in Romania. The study has employed an open- ended questionnaire to collect largest student opinions. The study has involved participants from the University of Bucharest, University of Politehnica, University of Ploiesti, Academic studies of Economic Bucharest (ASE), Babes Bolyai, and Carol Davila University of Medicine. The international students involved in this study were almost from Asia, Africa, Southern America, and Europe. The responses of international students were divided into two parts. The first part discusses the perception and expectations and the second part presents the challenges faces such as education style, financial difficulties, language barriers, Homesickness, supervision problems, and cultural/social adjustment.
38
Kambuga, Yusuph. "Perception of international student’s towards education services in Romania: Expectations and challenges." Studia Doctoralia 5, no. 1-2 (September 27, 2018): 104–16. http://dx.doi.org/10.47040/sd0000037.
Full textAbstract:
The study examines the perception, expectations and challenges among international students studying in higher learning institutions in Romania. The study has employed an open- ended questionnaire to collect largest student opinions. The study has involved participants from the University of Bucharest, University of Politehnica, University of Ploiesti, Academic studies of Economic Bucharest (ASE), Babes Bolyai, and Carol Davila University of Medicine. The international students involved in this study were almost from Asia, Africa, Southern America, and Europe. The responses of international students were divided into two parts. The first part discusses the perception and expectations and the second part presents the challenges faces such as education style, financial difficulties, language barriers, Homesickness, supervision problems, and cultural/social adjustment.
39
Parnawati, Tantry Ajeng, and Atik Ulinuha. "ENGLISH AT HIGHER EDUCATION LEVEL: A NEED ANALYSIS." Premise: Journal of English Education 8, no. 2 (October 20, 2019): 226. http://dx.doi.org/10.24127/pj.v8i2.2296.
Full textAbstract:
This study aimed to reveal students’ skills on each English language skill and find out what students need and want on English language learning at higher education level. To meet the aim of the study, a mixed-method approach was employed. The participants of this study were students who have enrolled in a General English course at the target University. Quantitative data was gained from an online questionnaire and Qualitative data was obtained from the interviews. The result of this study showed that students are more confident with their reading and writing skills than their speaking and listening skills. The finding also showed that they need to learn more about speaking skill. For the students’ need, English for supporting their job gained the highest percentage among the other choices. However, students also wanted to learn more on grammar. Therefore, an adjustment for English teaching material at higher education level at the target university needs to conduct
40
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).
Full textAbstract:
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.
41
Antonova, Elena, and Larissa Familyarskaya. "USE OF DIGITAL TECHNOLOGIES IN THE EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 10–22. http://dx.doi.org/10.28925/2414-0325.2019s2.
Full textAbstract:
The article systematized regulatory documents that characterize the need for transformation processes in education, which include updating the knowledge system and the need for adapting the teacher of higher education institutions to changes in interpersonal interaction with the use of digital technologies. The notions of "digital environment", "digital technologies", "digitalization" are disclosed. It was clarified that there was no single approach to the definition of "digital technologies" in scientific circles and national legislative documents. The peculiarities of the digital technologies implementation created by the local network of higher educational institutions through the module of administration and adjustment of the users rights, which ensures the implementation of participants activities in the educational process without territorial, geographical, time constraints, are described. The essential characteristics of educational tasks and digital technologies used for their representation are described that allows a teacher to create conditions for active student learning activities in the educational electronic environment. Possibilities of updating forms of interpersonal interaction in the context of educational tasks are generalized. The digital technologies providing feedback are characterized, in particular, through the final and formative assessment. There are three criteria for selection of digital means and technologies: provision of interactive information interaction in the learning process; adaptation to the individual characteristics of students; possibility of synchronous or asynchronous interaction of an educational activity participants. The effectiveness of using digital technologies in the educational process of the higher institution education has been revealed according to the survey of students and teachers. It is revealed that the efficiency of digital technologies' use depends and is determined by a higher educational institution teacher’s readiness for this process .
42
Manole, Tatiana. "FINANCING OF HIGHER EDUCATION IN THE REPUBLIC OF MOLDOVA ON THE BASIS OF STANDARD COST PER EQUIVALENT STUDENT." Administrarea Publica, no. 2 (110) (July 2021): 84–95. http://dx.doi.org/10.52327/1813-8489.2021.2(110).06.
Full textAbstract:
The author of this article deals with the long process of searching for funding higher education reform in Moldova. From the 90s of the century XX , when the Republic of Moldavia became independent, and until 2019, higher education in the Republic of Moldova has been funded by the "egalitarianism" socialist, without taking into account the difference between the curricula of higher education institutions. In 2010 he published the monograph "Methods of financing public education" that including it investigates the mechanism of financing of higher education, criticizing it and recommends the implementation of European practices and especially Romania, on the financing of higher education, taking into account the complexity of study programs. The central administration empowered with the function of managing higher education did not react to the researchers' recommendations.In 2019, the Ministry of Education, Culture and Research (MECR) began studying the New Methodology on financing higher education in Moldova based on the standard cost per student equivalent to the support of the World Bank and Romanian experts. This New Methodology for financing higher education was approved in 2020 and entered into force starting with the 2020-2021 years of study. The new funding mechanism takes into account the complexity of study programs, which correspond to a certain significant adjustment coefficient. We believe that the new methodology of higher education financing favors deepening performance and competency-based learning.
43
Brunsting, Nelson C., Megan Mischinski, Wenjin Wu, Tenisha Tevis, Risa Takeuchi, Yueying He, Yihan Zheng, and Travis L. Coverdell. "International Students’ Social Outcomes, Educational Status, and Country of High School Graduation." Journal of Studies in International Education 23, no. 5 (January 30, 2019): 589–606. http://dx.doi.org/10.1177/1028315318825362.
Full textAbstract:
Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.
44
Garriott, Patton O., Keisha M. Love, and Kenneth M. Tyler. "Anti-Black racism, self-esteem, and the adjustment of White students in higher education." Journal of Diversity in Higher Education 1, no. 1 (March 2008): 45–58. http://dx.doi.org/10.1037/1938-8926.1.1.45.
Full text
45
Linares, Janette, and Cara S. Maffini. "Voces de Resistencia: Exploring Salvadoran Students’ Experiences and Needs in Higher Education." Journal of Hispanic Higher Education 19, no. 4 (November 25, 2018): 388–403. http://dx.doi.org/10.1177/1538192718814129.
Full textAbstract:
This study aims to examine how historical and contemporary traumas, refugee experiences, and cultural adjustment affect first-generation Salvadoran students’ identities and experiences in higher education. Thirteen Salvadoran college students completed a demographic survey and a semistructured interview. Using grounded theory methodology, three selective, 11 axials, and 36 open themes were identified. Respondents reflected on the impact of trauma. They also discussed challenges of being first generation and navigating through higher education, though reportedly conceptualizing these as symbols of hope and opportunity for their own growth. Findings demonstrate ways institutions of higher education can better support Salvadoran students.
46
Ingersoll, Karen S., and Dewey G. Cornell. "Social Adjustment of Female Early College Entrants in a Residential Program." Journal for the Education of the Gifted 19, no. 1 (December 1995): 45–62. http://dx.doi.org/10.1177/016235329501900104.
Full textAbstract:
Previous studies of the general emotional adjustment of early college entrants have not investigated the social adjustment of adolescents who leave home to attend a residential program. This study assessed the social adjustment of female early college entrants using standard measures of adjustment and two comparison groups (traditional college students and boarding school students). Social adjustment was assessed in the areas of social activities, social skills, social confidence, social conformity, and social support. Although all groups evidenced good overall adjustment, there were noteworthy group differences. Early entrants evidenced higher social conformity and solitary activity than boarding students, who had more social activity. Early entrants and college students evidenced similar social adjustment, but early entrants reported a high level of dissatisfaction with their social lives. Overall, female early college entrants in a single-gender residential program are socially well-adjusted, although there are specific areas in which their social adjustment could be improved.
47
Sumra, Kalsoom BeBe. "Study on Adjustment Problems of International Students Studying in Universities of The People’s Republic of China: A Comparison of Student and Faculty/Staff Perceptions." International Journal of Education 4, no. 2 (May 13, 2012): 107. http://dx.doi.org/10.5296/ije.v4i2.1181.
Full textAbstract:
China is advancing rapidly and moving towards the path of rich diplomatic relations and cultural exchange programs. With her attempts to internationalize education system, China is inviting good flocks of international students to spread cultural delicacy to all worlds. To some extent, China is successful winning the recognition by developing countries in Asia and Africa while having more and more cultural exchange programs. International education has become important component of universities in China and the value is improved through government support. Universities in China are giving more importance to academic exchange and cooperation with foreign universities. The world ranked universities in China are important that are hosting more flock of international students and have signed agreements with more international universities and promoting international exchange in higher education. It is good for students to study in foreign universities in order to get more exposure and experiences. The purpose of this study was to examine problems of international students in China and to know the perception of faculty/staff attached with students to compare problems in Higher Education in China. The methodology used in this study was quantitative and qualitative to show problems and experiences of international students in academics, culture and social educational environment in China and comparison of faculty/staff perception to know the extent of understanding in education in China for international students. The findings of this paper proved that social and cultural problems were more prominent noted in problems in Higher Education in China in cultural, social and academic contexts. The policy recommendations were made to improve Educational understanding for International Students in China for policy makers and faculty/staff as well.
48
Mai, Hai Yen, Hang-Nga Mai, and Du-Hyeong Lee. "Computer-Based 3D Simulation Method in Dental Occlusion Education: Student Response and Learning Effect." Applied Sciences 10, no. 17 (September 2, 2020): 6073. http://dx.doi.org/10.3390/app10176073.
Full textAbstract:
Occlusion is a fundamental subject in dental education, and occlusal adjustment is clinically essential in daily dental practices. This study aimed to assess the effects of computer-based 3D simulations on learner responses and learning effect on the principles of occlusal adjustment in undergraduate dental students in comparison with the traditional approach. Two teaching methods, i.e., paper-based 2D presentation and computer-based 3D simulation, were used for teaching the occlusal adjustment concepts. Sixty dental students were divided into two groups using a pair-matching randomization method. In the 2D presentation group, a textbook with 2D illustrations was used. 3D graphic dental models and computer design software were applied in the 3D simulation group. After the course, an attitudinal survey and examination were conducted to evaluate the participants’ feedback and the learning effects resulting from the teaching methods. The independent t test was used to compare the test scores between groups (with α = 0.5). Pearson’s correlation coefficient was calculated to investigate the agreement between the survey data and test scores. Most of the students’ feedback indicated that the 3D simulation method would be effective in acquiring knowledge on occlusion and jaw movement. The examination scores were significantly higher in the 3D simulation group compared with those in the 2D presentation group in the questions for centric relation (P = 0.034). Conversely, the scores were insignificant in the questions for eccentric relation (P = 0.403). There was no correlation observed between the survey data and the actual examination score. Computer-based 3D simulation could increase the participants’ expectations and learning effects in dental occlusion education. Further studies in diversified learning environments are required on the efficacy of digital educational modality.
49
Sample, Pat L. "Postschool Outcomes for Students with Significant Emotional Disturbance following Best-Practice Transition Services." Behavioral Disorders 23, no. 4 (August 1998): 231–42. http://dx.doi.org/10.1177/019874299802300405.
Full textAbstract:
Six best practices—vocational intervention, paid work experience, social skills curriculum, interagency collaboration, parent involvement, and individualized plans/planning—were linked to postschool outcomes of employment and community adjustment for students with significant emotional disturbance (SED). Telephone and in-person interviews were conducted with 30 (57%) of 53 former students who had participated in supported employment and entrepreneurial education transition grant projects between 1989 and 1994. The former students answered questions about their employment, residential situations, community involvement, recreational pursuits, and citizenship activities 6 months, 12 months, and 24 months after leaving school. Univariate analyses of individual interventions and student outcomes showed that students out of school for 6 months who had been employed for long periods of time while in school had higher rates of employment than those who had not worked. Students out of school for 7 year whose parents were actively involved in their educational programs were more likely than their peers with uninvolved parents to have a successful community adjustment. Recommendations for further study include pursuing the development of appropriate definitions and assessment of transition services and interventions and exploring further interventions over which educators have direct control.
50
Wegner, Theresa Marie. "Students with Learning Disabilities' Perceptions of Self-Determining Factors Contributing to College Success." International Journal of Adult Vocational Education and Technology 8, no. 3 (July 2017): 1–13. http://dx.doi.org/10.4018/ijavet.2017070101.
Full textAbstract:
This qualitative study identified the factors that contributed to the success experienced by students with learning disabilities in their first year of college. The primary factors that emerged from student interviews were their attitudes about higher education, and their personal attributes including motivation, maturity, and persistence. Additionally, students' adjustment to academic and campus life, and their use of supports and skills, such as college tutors, studying, managing time, and advocating for their needs were factors that led them to college persistence. Practical implications are proposed for secondary educators, postsecondary support staff and educators, students, and families.