The Influence of Demographic Variables on University Students’ Adjustment in North Jordan

Aderi, Mohd; Jdaitawi, Malek; Ishak, Noor Azniza; Jdaitawi, Farid

doi:10.5539/ies.v6n2p172

Cited by 21 publications

(21 citation statements)

References 12 publications

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“…The general prevalence of this study was in line with the study done in Malaysia and North Jordan that was 42.8 and 50 percent of universities students having adjustment problems [ 2 , 23 ]. On the other hand the prevalence of the recent study is slightly on top of the study done in Jordan University that was 36.8 % [ 2 ]. The distinction may be because of Likert scale measure; they used 9 Likert scale measurement whereas this study used 5 Likert scale.…”

Section: Discussionsupporting

confidence: 87%

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Prevalence of Adjustment Problem and Its Predictors among First-Year Undergraduate Students in Ethiopian University: A Cross-Sectional Institution Based Study

Ababu

Yigzaw²,

Besene³

et al. 2018

Psychiatry Journal

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Background Being in a university for the first time is an unpleasant event and time of heavy pressure relating to social things and dissatisfaction for several new faculty students. Adjustment difficulties are the foremost common issues among freshman students; World Health Organization area unit researched a full-of-life adjustment innovation in universities. Despite this reality, there is a few literature that identifies prevalence and factors related to the adjustment downside among university/college students. Methods Institutional based quantitative cross-sectional study style was conducted from May to June 2016. A total of 537 haphazardly elite students concerned within the study. The result adjustment downside was explained with Student Adjustment to College Questionnaire (SACQ). Data was described using descriptive analysis; logistic regression was used to assess the relation between adjustment downside and associated factors. An odds quantitative relation 95% confidence interval was used to point out the strength of association. Applied mathematics significance was declared as a p value less than 0.05. Result A total of 537 respondents participate with a response rate of eighty-five percent. the prevalence of adjustment downside among the respondents was 228 ( 42.5%). Of the respondents, 327 (60.9%) were male and therefore the mean (sd) age was 19 (+- 1) years. Being away from home and homesickness (AOR=4.15,95% CI: 2.46,2,99 and AOR=5. 9,95% CI: 2.35,14.76) and difficulties in socializing or making friends (AOR=3.99,95% CI:2.29,6.98) and difficulties in managing time and study skill (AOR=3.02,95% CI: 1.3,7.02) were abundant associated factors with adjustment downside. Conclusion The study confirms that freshman students joining university do face problems in adjusting themselves at the university. Homesickness, difficulties in socializing or making friends, and difficulties in managing time and study skill were found to be significant factors in adjustment downside.

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Section: Discussionsupporting

confidence: 87%

“…At this stage, students face loads of pressures and challenges that create a spread of physical, social, and emotional difficulties [ 1 ]. The majority of first-year students have stated that transition to campus happens to be the most stressful adjustment phase in their lives [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Prevalence of Adjustment Problem and Its Predictors among First-Year Undergraduate Students in Ethiopian University: A Cross-Sectional Institution Based Study

Ababu

Yigzaw²,

Besene³

et al. 2018

Psychiatry Journal

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“…], 2018 ), out of which about 79.2% of the students, were admitted in undergraduate level programme ( G.O.I., 2018 ). Enrolling for undergraduate course transitioning from school level termed as the transition phase, is one of the critical phases of college years leading to various adjustment difficulties ( Aderi et al., 2013 ) and anxiety problems ( Lowe and Cook, 2003 ). Researchers revealed 42.5% of the undergraduate first-year students faced adjustment problem ( Ababu et al., 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Critical thinking disposition of undergraduate students in relation to emotional intelligence: Gender as a moderator

Halder

2020

Heliyon

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Undergraduate student, especially first-year students face challenges in the new found academic environment. Critical thinking (CT) has been found to be effective in managing negative experiences. Earlier literature found Emotional intelligence (EI) is accounted for variance in critical thinking (CT) skill irrespective of the gender. However, there is scarcity of research on the relationship between EI and CT disposition with respect to gender. The present research intended to study the effect of EI on CT disposition of students in the transition phase with gender as a moderator. 500 first-year undergraduate students from West Bengal (eastern part of India) were selected to fill up assessment tools; the Profile of Emotional Competence (Brasseur et al., 2013) and Critical Thinking Disposition Assessment (Ricketts & Rudd, 2005). Structural Equation Model (SEM) was followed using AMOS adopting maximum likelihood approach. Path analysis revealed an accepted model fit establishing EI to have significant effect on CT disposition. However, this effect was not moderated by gender. The present research might be helpful in generating awareness regarding the importance of EI and training for developing disposition of CT among college fresher's well-being and emotional health. The study has highlighted the non-significant moderating role of gender in relation to EI and CT disposition that was missing in the existing literature.

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“…Studying in higher education exposes students to a variety of new challenges including academic demands, autonomy toward their needs and activities, and more independent in learning than the previous education (Credé & Niehorster, 2012). First year students need to master how to set up a new social environment, develop the orientation based on the institution in where they are admitted, become productive members of the community in their university, and adjust to new roles and responsibilities (Aderi, Jdaitawi, Ishak, & Jdaitawi, 2013;Credé & Niehorster, 2012;Kneipp, Kelly, & Cyphers, 2009).…”

Section: Introductionmentioning

confidence: 99%

College Adjustment of First Year Students: The Role of Social Anxiety

Arjanggi

Kusumaningsih

2016

JEHCP

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This research aims to analyze the correlation between social anxiety and college adjustment. 436 undergraduate psychology students of five universities in Central Java were involved in this study. All respondents completed a questionnaire about student adjustment to college, and social anxiety scale. Canonical correlation was conducted to analyze the data. The result showed that fear of negative evaluation correlates with academic and personal-emotional adjustment, but not with social adjustment and institutional adjustment, while social avoidance and distress correlate with all of the dependent variables. This study suggests about the role of social anxiety to college adjustment. These findings investigate further discussion about appropriate intervention to address adjustment problems among college students.

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The Influence of Demographic Variables on University Students’ Adjustment in North Jordan

Cited by 21 publications

References 12 publications

Prevalence of Adjustment Problem and Its Predictors among First-Year Undergraduate Students in Ethiopian University: A Cross-Sectional Institution Based Study

Prevalence of Adjustment Problem and Its Predictors among First-Year Undergraduate Students in Ethiopian University: A Cross-Sectional Institution Based Study

Critical thinking disposition of undergraduate students in relation to emotional intelligence: Gender as a moderator

College Adjustment of First Year Students: The Role of Social Anxiety

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