Emotional Detachment Moderates Associations Between Students’ Perceptions of Parental Support and First-Year College Adjustment: Generational Status Differences

2020 ◽  
pp. 152102512096003
Author(s):  
Grace Y. Lee ◽  
Anne C. Fletcher
Keyword(s):  
Social Support ◽  
Social Adjustment ◽  
Parental Support ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Generational Status ◽  
First Year ◽  
First Year College ◽  
Emotional Detachment ◽  
Institutional Attachment

First-year college students ( N = 384) self-reported parental support, emotional detachment from parents, and college adjustment. Higher levels of parental social support were associated with greater academic adjustment, social adjustment, and institutional attachment. Higher levels of emotional detachment were associated with greater institutional attachment. Emotional detachment moderated the association between parental support and college adjustment, with the nature of moderation differing by generational status. For first-generation students, higher levels of parental social support were associated with greater levels of academic adjustment when students were less detached from parents, but lower levels of academic adjustment when students were more detached from parents.

scholarly journals GAMBARAN COLLEGE ADJUSTMENT MAHASISWA BARU DI MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
Shinta Vionita ◽  
Rahmah Hastuti
Keyword(s):  
College Students ◽  
Social Adjustment ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Emotional Adjustment ◽  
Goal Commitment ◽  
First Year ◽  
First Year College ◽  
First Year College Students ◽  
Institutional Attachment

College adjustment comes from adjustment, which means the adjustment of students to the environment in college.  The way students adjust during the first year of college is a prediction of significant life events later in their college career. In college adjustments, there are four dimensions, including academic adjustment, social adjustment, personal emotional adjustment, and goal commitment institutional attachment. This study aims to find an overview of first year college students during the Covid-19 pandemic. This study had 345 freshman college students as participants ranging in age from 18 to 25 who were studying at universities in Jakarta. The measuring instrument used was the Student Adaptation to College Questionnaire (SACQ). Based on the results of data processing carried out to describe college adjustment of first year college students during the Covid-19 pandemic using descriptive methods and different demographic data tests, it was found that college adjustments had differences in the gender of men and women, and had no differences in the type of college, age, faculty, and current residence. The results of this study can also be concluded that the dimension of goal commitment to institutional attachment has the highest mean value, followed by social adjustment, academic adjustment, and the lowest is personal emotional adjustment. This study also describes the high level of college adjustment based on its dimensions. College adjustment berasal dari adjustment yang artinya penyesuaian mahasiswa dengan lingkungan perguruan tinggi. Cara mahasiswa menyesuaikan selama tahun pertama kuliah merupakan prediksi peristiwa kehidupan yang signifikan di kemudian hari dalam karir perguruan tinggi. Dalam college adjustment, terdapat empat dimensi, antara lain academic adjustment, social adjustment, personal emotional adjustment, dan goal commitment institutional attachment. Penelitian ini bertujuan untuk mengetahui gambaran umum college adjustment mahasiswa baru di masa pandemi Covid-19. Penelitian ini memiliki 345 partisipan mahasiswa baru dengan rentang usia antara 18 hingga 25 tahun yang berkuliah di perguruan tinggi di daerah Jakarta. Alat ukur yang digunakan adalah Student Adaptation to College Questionnaire (SACQ). Berdasarkan hasil olah data yang dilakukan untuk menggambarkan college adjustment mahasiswa baru di masa pandemi Covid-19 dengan menggunakan metode deskriptif dan uji beda data demografi, didapatkan hasil bahwa college adjustment memiliki perbedaan pada jenis kelamin laki-laki maupun perempuan, serta tidak memiliki perbedaan pada jenis perguruan tinggi yang dipilih, usia, fakultas, dan tempat tinggal saat ini. Hasil penelitian ini juga dapat disimpulkan bahwa dimensi goal commitment institutional attachment memiliki nilai mean yang paling tinggi, disusul dengan social adjustment, academic adjustment, dan yang paling rendah adalah personal emotional adjustment. Penelitian ini juga menggambarkan tingkat tinggi rendahnya college adjustment berdasarkan dimensinya.

College Adjustment Experiences of First-Year Students: Disengaged Athletes, Nonathletes, and Current Varsity Athletes

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
John R. Lubker ◽  
Edward F Etzel
Keyword(s):  
High School ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Athletic Identity ◽  
Total Sample ◽  
First Year ◽  
First Year Students ◽  
Freshman Year ◽  
First Year College ◽  
Varsity Athletes

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one’s felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = 133), high school senior nonathletes (n = 106), and current first-year college varsity athletes (n = 78). Significant differences were observed between groups in reported level of athletic identity where disengaged high senior athletes had significantly different scores than both college athletes and high school nonathletes. This finding may warrant an investigation on how we conceptualize the terms “athlete” and “nonathlete.” The investigation into college adjustment patterns found that first-year females reported higher academic adjustment to college than males in the total sample. Specifically in the DA athlete group, significant differences in college adjustment for both gender and level of athletic identity were found. For this group, significant differences in college adjustment were found related to the nature of disengagement and perceived level of social support. Potential applications of these findings for college personnel and future directions related to research are explored.

Moderating role of social support on first-year college student outcomes

2011 ◽  
Author(s):  
Daniel A. Dickson ◽  
Colleen S. Conley ◽  
Kunal A. Patel ◽  
Daniel Cunningham
Keyword(s):  
Social Support ◽  
College Student ◽  
Student Outcomes ◽  
First Year ◽  
First Year College ◽  
College Student Outcomes ◽  
Moderating Role

Mentors’ behavioral profiles and college adjustment in young adults participating in an academic mentoring program

2017 ◽  
Vol 6 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Pascale Brodeur ◽  
Simon Larose ◽  
George M. Tarabulsy ◽  
Bei Feng
Keyword(s):  
Social Adjustment ◽  
College Adjustment ◽  
Autonomy Support ◽  
Academic Adjustment ◽  
Control Group ◽  
Mentoring Program ◽  
Content Type ◽  
Behavioral Profiles ◽  
Mentoring Relationship ◽  
Quasi Experimental

Purpose The purpose of this paper is to explore associations between different mentor behavioral profiles and mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. Design/methodology/approach The study used a quasi-experimental design and involved the participation of 253 student mentees and 246 students from a control group. Cluster analysis on the responses of mentees on the mentor behavior scale was used to identify behavioral profiles of academic mentors. Findings Four distinct behavioral profiles were identified: optimal (high scores on mentor structure, involvement, autonomy support, and competence support); sufficient (moderate on all scales); controlling (low on autonomy support but high on other scales); and inadequate (low on all scales). Compared to mentees exposed to sufficient and inadequate profiles, mentees exposed to the optimal profile perceived the mentoring relationship and its usefulness as more positive. Furthermore, they reported better social adjustment in college compared to a control group, whereas mentees exposed to the inadequate profile reported poorer adjustment. Interestingly, mentees exposed to the controlling profile found the mentoring relationship useful. Research limitations/implications This study provides new empirical bases for the behavioral profiles of mentors that best meet mentees’ academic adjustment challenges. Limitations of the study include the absence of the mentors’ perceptions in the creation of behavioral profiles and the fact that the profiles were analyzed based on a single program. Originality/value Behavioral profiles of academic mentors were examined through the lens of a strong theoretical model that emphasizes the important role of structure, involvement, autonomy support, and competence support in the academic adjustment of mentees.

Perceived Social Support and Mental Health among First-Year College Students with Histories of Bullying Victimization

2016 ◽  
Vol 25 (11) ◽  
pp. 3331-3341 ◽  
Author(s):  
Gerald M. Reid ◽  
Melissa K. Holt ◽  
Chelsey E. Bowman ◽  
Dorothy L. Espelage ◽  
Jennifer Greif Green
Keyword(s):  
Mental Health ◽  
Social Support ◽  
College Students ◽  
Perceived Social Support ◽  
Bullying Victimization ◽  
First Year ◽  
First Year College ◽  
First Year College Students

Social Support, Stress, and Self-Efficacy: Effects on Students' Satisfaction

2002 ◽  
Vol 4 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Donna L. Coffman ◽  
Tammy D. Gilligan
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Perceived Stress ◽  
Self Efficacy ◽  
First Year ◽  
Social Success ◽  
Adjustment To College ◽  
First Year College ◽  
First Year College Students ◽  
Students Satisfaction

Many variables impact a student's adjustment to college and ultimate academic and social success. This study investigated the relationships between social support, perceived stress, self-efficacy, and life satisfaction among 94 first-year college students. Students who reported higher levels of social support and self-efficacy and lower levels of perceived stress also reported higher levels of life satisfaction. Social support and stress together accounted for 41 percent of the variance in life satisfaction ratings, with social support providing the largest contribution. The findings have implications for prevention and interventions with students experiencing difficulty in adjusting to college.

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