Authoritative parenting and college students' academic adjustment and success.

1999 ◽  
Vol 91 (1) ◽  
pp. 146-156 ◽  
Author(s):  
Amy Strage ◽  
Tamara Swanson Brandt
Keyword(s):  
College Students ◽  
Academic Adjustment ◽  
Authoritative Parenting

The Effects of Loneliness and Coping Style on Academic Adjustment Among College Freshmen

2014 ◽  
Vol 42 (6) ◽  
pp. 969-977 ◽  
Author(s):  
Lijuan Quan ◽  
Rui Zhen ◽  
Benxian Yao ◽  
Xiao Zhou
Keyword(s):  
College Students ◽  
Coping Style ◽  
College Freshmen ◽  
Academic Adjustment ◽  
Coping Styles ◽  
College Life ◽  
Adjustment To College ◽  
Negative Effect ◽  
Negative Coping ◽  
New Perspective

We explored the relationships among loneliness, coping style, and adjustment to college from high school. Participants were a sample of 276 college freshmen from a university in China. The measures we used were the Emotional and Social Loneliness Scale, the Coping Style Scale for College Students, and the Academic Adjustment Scale for College Students. We found that loneliness had a direct negative effect on adjustment, and also negatively affected adjustment by activating a negative coping style and suppressing a positive coping style. Both forms of coping style played a mediating role in the relationship between loneliness and adjustment to college. Our findings add to the extant literature on the relationships among loneliness, coping styles, and academic adjustment in China, and have implications for addressing Chinese freshmen's adjustment to college life from a new perspective.

scholarly journals Efektivitas Terapi Kelompok terhadap Test Anxiety dan Self Efficacy pada Mahasiswa

2018 ◽  
Vol 2 (1) ◽  
pp. 31-48
Author(s):  
Ilham Anggi Putra ◽  
Lifina Dewi Pohan
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Academic Adjustment ◽  
Single Case ◽  
High Level ◽  
Significant Factors

School examination or test describes as an evaluative situation that requires students to do some task with certain limit of time and in a propriate place. Other wise, test or exam is one significant factors that influence higher level of test anxiety, so some students might fail on the test. Self efficacy plays an important role toward academic consistency, academic adjustment, better learning strategy and good academic function. The aim of this study is to decrease test anxiety and increase self efficacy among students with group therapy. The participant of this study characterized by high level of test anxiety and low self efficacy.. This study use single case AB design with 3 steps of measurement : baseline, 4 session execution and follow up. The results shown that group therapy effective to decreasing level of test anxiety and increasing level of self efficacy among college students.

scholarly journals Self-Leadership dan Penyesuaian Akademik Mahasiswa Baru

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Farid Yapono
Keyword(s):  
College Students ◽  
Public Universities ◽  
Academic Adjustment ◽  
Likert Scale ◽  
First Year ◽  
Pearson Product Moment Correlation ◽  
New Students

Abstract. New students often encountered obstacles, especially adapted to the academic environment.  For being well adjusted students need the ability of self-leadership. Based on that reason, this research aims to test a correlation between self-leadership and academic adjustment in college students in the first year. Subjects of the study were 93 freshman classes at the some public universities located in Surabaya. Data were collected by questionare and Likert scale. Further, the data were analyzed by the Pearson product moment correlation. Results showed positively correlation between self-leadership and students’ academic adjustment at the first year. Keywords: self-leadership, students’ academic adjustment

scholarly journals ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS: THE ROLE OF THE POSITIVE PERSONALITY MODEL

2019 ◽  
Vol 77 (5) ◽  
pp. 572-583 ◽  
Author(s):  
Guadalupe de la Iglesia ◽  
Alejandro Castro Solano
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Achievement ◽  
Personality Traits ◽  
Academic Adjustment ◽  
Main Hypothesis ◽  
Grade Point ◽  
Mediating Role ◽  
Positive Traits

This research aimed at testing an explicative model of academic achievement of college students. Positive personality traits were hypothesized as the main predictors. Mental health and academic adjustment were tested as mediator variables. This model intended to reflect the main hypothesis that academic achievement is multi-determined and non-intellectual variables play an important role in explaining it. Sample was composed of 256 college students of different majors. The results obtained highlighted the importance of differentiating subjective and objective academic achievement in terms of academic adjustment (AA) and grade point average (GPA), respectively. The explicative model that included positive traits as background variables confirmed the mediating role of mental health and AA in explaining GPA. Sprightliness was the most important predictor of academic achievement in comparison to the other positive traits studied. It is concluded that positive personality traits play an important role in academic outcomes. Keywords: academic adjustment, academic achievement, personality traits, positive traits.

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