scholarly journals International Students’ Social Adjustment and Self-Esteem: Are they Interrelated?

2019 ◽  
Vol IV (I) ◽  
pp. 186-193
Author(s):  
Shamaiela Mehboob ◽  
Shumaila Shahzad
Keyword(s):  
International Students ◽  
Social Relations ◽  
Social Adjustment ◽  
Significant Relationship ◽  
Academic Adjustment ◽  
Self Esteem ◽  
Student Adjustment ◽  
High Level ◽  
Research Show

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

scholarly journals The Roles of Self-esteem in the Relationship between Emotional Intelligence (EI) and Adjustment among International Students in Southern Thailand

2021 ◽  
Vol 25 (1) ◽  
pp. 96-107
Author(s):  
Yejin Kim ◽  
Wanchai Dhammasaccakarn ◽  
Isara Tongsamsi
Keyword(s):  
Emotional Intelligence ◽  
International Students ◽  
Path Analysis ◽  
Psychological Adjustment ◽  
Social Adjustment ◽  
Academic Adjustment ◽  
Self Esteem ◽  
Mediation Effects ◽  
Southern Thailand ◽  
The Relationship

The main purpose of this research was to examine the potential mediation effects of self-esteem on the association between international students’ emotional intelligence (EI) and adjustment, as indexed by academic adjustment, social adjustment, and psychological adjustment. Data from 151 international students in southern Thailand were collected. The path analysis indicated that self-esteem fully mediated the relationships between EI and social adjustment and psychological adjustment, whereas self-esteem acted as a partial mediator between EI and academic adjustment. In addition, self-esteem impacted the three outcomes much more strongly than EI. Practical suggestions for enhancing students’ adjustment are addressed and examined. The limitations of the research and suggestions for further studies are also briefly discussed.

Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being

2018 ◽  
Vol 8 (2) ◽  
pp. 103-117 ◽  
Author(s):  
Colleen S. Conley ◽  
Jenna B. Shapiro ◽  
Brynn M. Huguenel ◽  
Alexandra C. Kirsch
Keyword(s):  
Psychosocial Adjustment ◽  
Social Adjustment ◽  
Psychological Functioning ◽  
Transition Period ◽  
Developmental Trajectories ◽  
Well Being ◽  
Self Esteem ◽  
Student Adjustment ◽  
Emotional Coping ◽  
And Gender

College presents unique opportunities and stressors that challenge psychosocial adjustment. This 4-year longitudinal study examines multiple aspects of adjustment in 5,532 college students from immediately pre-college across each of 4 academic years. Student adjustment generally worsens across the first 2 years in the domains of psychological functioning (decreased self-esteem; increased depression, anxiety, and stress), cognitive-affective strategies (decreased active emotional coping, increased avoidant emotional coping), and social adjustment (decreased social support from friends). The latter 2 years generally witness improvement, though only recovering to pre-college levels in self-esteem and active emotional coping for women, and just the latter for men. Women experience worse initial psychological functioning (more distress and lower self-esteem), though their self-esteem recovers by the end of college. Men exhibit worse friend support and active emotional coping, and a pattern of worsening avoidant emotional coping throughout college. Current findings highlight the first 2 years as an extended transition period when prevention programs may be especially needed.

scholarly journals Stronger Together: Educational Service Augmenters and Traditional Predictors of Adjustment for International Students in the US

2019 ◽  
Vol 11 (Winter) ◽  
pp. 25-35
Author(s):  
Cong Cong ◽  
Chris Glass
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Social Adjustment ◽  
Support Services ◽  
International Student ◽  
Academic Adjustment ◽  
Marketing Research ◽  
Research Literature ◽  
Educational Service ◽  
Social Support Services

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

Protective factors and its relationship with the beginning of sexual relations in Teenagers in the Educational Private Institution Señor de la Misericordia, Salaverry

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Gloria Julca Flores
Keyword(s):  
Family Functioning ◽  
Protective Factors ◽  
Significant Relationship ◽  
Self Esteem ◽  
Sexual Relations ◽  
Functional Level ◽  
Private Institution ◽  
Life Project

The present research had as objective to determine the protective factors: Self-esteem level, life project and family functioning and its relation with the beginning of the sexual relations in Teenagers of Educational Private Institution Señor de la Misericordia, Salaverry, 2014. The procedure followed in the investigation was to identify the protective factors: Self-esteem level, life project and family functioning and its relation with the beginning of having sex in Teenagers in the Educational Private Institution Señor de la Misericordia, Salaverry. Also described the beginning of having sex in Teenagers of Educational Private Institution Señor de la Misericordia, Salaverry. The following were the most significant results of the study: Average Self-esteem Level (88.7%), Established Life Project (95.2%), Family Functional Level: Moderately Functional (43.5%) and Functional (54.8%), 35.5% of Teenagers in the study had sex. In addition, no significant relationship was found between the level of self-esteem, life project and level of family functioning perceived with the beginning of having sex in Teenagers of Educational Private Institution Señor de la Misericordia – Salaverry.

Self-esteem in Recovered Bipolar and Unipolar Out-patients

1993 ◽  
Vol 163 (6) ◽  
pp. 755-762 ◽  
Author(s):  
D. Pardoen ◽  
F. Bauwens ◽  
A. Tracy ◽  
F. Martin ◽  
J. Mendlewicz
Keyword(s):  
Social Adjustment ◽  
Clinical Characteristics ◽  
Self Esteem ◽  
Normal Control Group ◽  
Basic Component ◽  
Control Group ◽  
Bipolar Patients ◽  
The Relationship ◽  
Depressive Patients

The hypothesis of a low self-esteem in depressive patients was tested using the Rosenberg Self-Esteem Scale in 24 recovered unipolar and 27 recovered bipolar patients, compared with a normal control group of 26 subjects matched for age and sex. The hypothesis was confirmed only for unipolars; bipolar patients presented a self-esteem score not significantly different from normal scores. Self-esteem was not related to clinical characteristics of the affective disorder, suggesting that low self-esteem may be a basic component of a depression-prone personality. The investigation of the relationship between self-esteem and social adjustment confirmed the presence of social conformism in bipolar patients and rigidly set low self-esteem in unipolar patients. These results should stimulate the evaluation of different psychotherapeutic treatments in the long-term psychosocial management of affectively ill patients.

Investigation about self-esteem levels of athletes who have been educated in different sports branches according to some variables: A study on physically handicapped individuals

2021 ◽  
Vol 9 (1) ◽  
pp. 134-140
Author(s):  
Taner Bozkuş ◽  
Keyword(s):  
High School ◽  
Personal Information ◽  
Self Esteem ◽  
The Self ◽  
Study Group ◽  
Physically Disabled ◽  
Purposeful Sampling ◽  
Secondary School Graduate ◽  
High Level ◽  
Physically Handicapped

This study aimed to examine the self-esteem of those who did sports in physically disabled individuals by some variables. Based on this aim, the study was designed quantitatively. In this descriptive research, the general survey model that is coherent with the main purpose was used. The study group of the research consisted of 140 individuals aged 18 and over who had physical disabilities and actively engage in sports. Purposeful sampling approaches and easily accessible sampling methods were used in the selection of the study group. The scale form was used to collect research data. The scale form consisted of two parts. In the first part of this form, there was a personal information form containing information about the participants and in the second part, there was the "Rosenberg Self-Esteem Scale" developed by Rosenberg (1965) and adapted into Turkish by Çuhadaroğlu (1986). This form was applied to the participants on a voluntary basis, on the internet between 13.05.2020 and 03.06.2020. Necessary explanations were made to the participants while filling the form and they were provided to answer correctly. In this study, the self-esteem of physically disabled athletes was examined according to some variables. The research group consisted of 140 participants; 42 (30.0%) of them were female and 98 (70.0%) of them were male and the number of male participants was approximate twice the number of female participants. It was found that 18 (12.9%) participants were graduated from elementary and secondary schools, 59 (42.1%) from high school, and 63 (45%) from college, and the number of the participants belonging to the group consisted of graduates from high school and college were approximately four times more than the participants from the elementary and secondary school graduate group. It was determined that 9 (13.6%) of the participants had low, 105 (75%) had medium and 16 (11.4%) had a high level of income. It was observed that 83 (59.3%) of the participants were congenitally disabled and 57 (40.7%) of the participants disabled after birth and the number of congenitally disabled participants approximately 1.5 times more than the number of participants with disabilities after birth. It was determined that the number of participants who were national athletes was approximately 2.5 times those who were not. Among the variables examined, it was seen that there was only a statistically positive and low-level significant relationship between the sports age variable and the self-esteem mean score of the participants (r = .147; p < 0.05). In this context, as the age of the participants increased, the self-esteem of the participants also increased. As a result, it was determined that there was a positive correlation between the age of starting sports and self-esteem in physically disabled individuals, and individuals who started sports at an early age had a higher rate than other individuals.

scholarly journals INFLUENCE OF COPING STRATEGIES ON THE STUDENT’S WELL-BEING IN CONDITIONS OF DISTANCE LEARNING

2021 ◽  
Vol 7 ◽  
pp. 230-238
Author(s):  
Alyona Vavilova
Keyword(s):  
Regression Analysis ◽  
Distance Learning ◽  
Coping Strategies ◽  
Stress Tolerance ◽  
Well Being ◽  
Self Esteem ◽  
Self Control ◽  
Subjective Well Being ◽  
Dominant Strategies ◽  
High Level

The article is devoted to the study of student's coping strategies influence on the level of their subjective well-being in conditions of distance learning. It was found that student's coping strategies have an impact on the level of their psychological comfort. Using regression analysis it was revealed that the variability of student's life well-being is determined by the following coping strategies: positive self-esteem; responsibility; planning; escape and self-control. It was developed the typology of students in the conditions of distance education, which includes such indicators of dominant coping strategies: the level of psychological comfort, dominant coping and measure of stress tolerance. According to the certain typology, three types of students were defined: 1) adaptive type (high indicators of well-being, high indicators of tolerance to stress, dominant strategies “self-esteem”, “responsibility” and “planning” ); 2) maladaptive type (low indicators of well-being, low indicators of tolerance to stress, dominant coping “escape”); 3) average adaptive type (average indicators of well-being, average indicators of tolerance to stress; dominant strategies “responsibility”, “self-control”, low indicators of coping “positive self-esteem”). The results of the study indicate that students who are best adapted to distance learning and have a high level of psychological comfort tend to evaluate themselves positively, treat work responsibly, plan their studies and have an average level of self-control.

scholarly journals Study of the Relationship between Self-Esteem and the English Learning Achievement of Students at SMU Advent Klabat Manado

2019 ◽  
Vol 3 (2) ◽  
pp. 24
Author(s):  
Marlin Steffi Marpaung ◽  
Deicy Silvia Wenas
Keyword(s):  
Junior High School ◽  
Significant Relationship ◽  
English Teachers ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
English Learning ◽  
Learning Achievement ◽  
Significant Difference ◽  
Males And Females

The study sought to find out the significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado and to know whether it was high or low. Furthermore, this study was also to find out whether there is significant difference between males and females in their level of self-esteem. The subjects of this study were the second-year students of SMU Advent Klabat Manado. There were 50 students who were chosen randomly to become the sample. They were 26 female students and 24 male students. The data were obtained from a self-constructed questionnaire based on Coopersmith’s concept of self-esteem. To answer the main problem of this study, the Pearson r Product Moment Coefficient Correlation formula was used. The result indicated that there is significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado. Therefore, the null hypothesis which said there is no significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado, was rejected. Moreover, the results showed a significant difference between males and females in their level of self-esteem. It was recommended that English teachers at SMU Advent Klabat Manado should explore more possibilities of serving the students in learning English particularly by cultivating their self-esteem, for it will significantly contributed to their achievement in English. Moreover, English teachers of SMU Advent Klabat Manado should treat the male and female students differently. Since the female students have higher self-esteem than the male, so male, especially, should be encouraged to cultivate their self-esteem so they will gain higher achievement in English. On the other hand, students need to appreciate themselves, and their own ability as the gift of God, for the self-esteem they have contributed to or increase their ability to learn the English language. A study with a broader sample should be done for further study using a similar methodology and instrumentation. Furthermore, future research should replicate this study using other levels such as elementary, junior high school, and college.   Key words: Self-esteem, English learning, Achievement

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