Predictors of International Students’ Socio-Cultural Adjustment

International students’ well-being and their adjustment have gained interest from researchers in different areas, including educational psychology, social psychology and counseling psychology. By using the social cognitive model, this study focused on finding the relationships among English fluency, social self-efficacy, cultural values, perceived social support, perceived discrimination and conflict handling styles and how they affect international students’ sociocultural adjustment. A hierarchical regression model found that international students with high social self-efficacy have less socio-cultural adaptation difficulties when they perceived low discrimination. However, when these students perceived high discrimination, they experienced higher socio-cultural adaptation difficulties. International students who valued openness to change reported lower socio-cultural adaptation difficulties. While international students’ English fluency in writing and speaking influenced their social self-efficacy, English fluency as a whole did not influence socio-cultural adaptation after factors such as perceived discrimination, social support, social self-efficacy and values were controlled. Finally, international students using dominate conflict handling style and international students using avoidance conflict handling style showed differences in their conservation value, but different conflict handling styles did not influence the relationship between English fluency and social self-efficacy. Implications are discussed. Limitations of the study and suggestions for future studies are provided

Intervensi Pratek Lapangan Bidang Psikologi Industri Dan Organisasi Di Rumah Sakit Columbia Asia Medan

Students are one of the human resources who will later enter the world of work and must adapt and be able to develop themselves to the environment they will face after graduating from college by equipping themselves with education and skills (soft skills and hard skills). In order to produce a workforce that is reliable and professional in their fields, universities are required to prepare their graduates well in implementing the knowledge they have learned in improving human resources (HR). From the results of interviews conducted by the author to the four staff, it is known that the have problems related to team performance. This statement can be supported from complaints that have been submitted by staff that the contribution made by each individual in the team is very minimal, such as in terms of giving arguments/opinions/ideas to problems in the room. The purpose of this study is to apply psychological principles related to carrying out data collection, diagnosis, prognosis, counseling and psychotherapy activities under the guidance of a psychologist. The main areas of study in this internship program include: educational psychology, social psychology, organizational industrial psychology, clinical psychology and developmental psychology. This research method conducted interviews and observations

Editorial

We present the new issue of the journal Pensando Psicología, while informing our readers about two very pertinent events, one academic and the other technological. At the academic level, there has been a reorganization of the journal’s scientific and editorial committees (see committee members). Distinguished Colombian and foreign researchers now collaborate in our publications, with the aim of positioning Pensando Psicología as a regional point of reference for scientific dissemination in the fields of clinical and health psychology, educational psychology, social psychology and developmental psychology.Presentamos el nuevo número de la revista Pensando Psicología. Sin embargo, consideramos importante dar a conocer a nuestros lectores dos acontecimientos muy relevantes: uno de orden académico y otro de orden tecnológico. Del orden académico, resaltamos la reorganización del Comité Científico y del Comité Editorial de la revista (ver integrantes). Destacados investigadores nacionales y extranjeros apoyan desde ahora nuestra labor editorial, con miras a posicionar a Pensando Psicología como un referente regional en la divulgación científica en las áreas de la psicología clínica y de la salud, psicología educativa, psicología social y psicología del desarrollo

The effect of functional roles on group efficiency

The usefulness of ‘roles’ as a pedagogical approach to support small group performance can be often read, however, their effect is rarely empirically assessed. Roles promote cohesion and responsibility and decrease so-called ‘process losses’ caused by coordination demands. In addition, roles can increase awareness of intra-group interaction. In this article, the effect of functional roles on group performance, efficiency and collaboration during computer-supported collaborative learning (CSCL) was investigated with questionnaires and quantitative content analysis of e-mail communication. A comparison of thirty-three questionnaire observations, distributed over ten groups in two research conditions: role (n = 5, N = 14) and non-role (n = 5, N = 19), revealed no main effect for performance (grade). A latent variable was interpreted as ‘perceived group efficiency’ (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Groups in the role condition appear to be more aware of their efficiency, compared to groups in the ‘non-role’ condition, regardless whether the group performs well or poor. Content analysis reveals that students in the role condition contribute more ‘task content’ focussed statements. This is, however, not as hypothesised due to the premise that roles decrease coordination and thus increase content focused statements; in fact, roles appear to stimulate coordination and simultaneously the amount of ‘task content’ focussed statements increases

The Purpose of Our Efforts

This year’s APA Convention in San Francisco was something of a homecoming for the division, for it was in that same city, some 18 years ago, that group psychology and group psychotherapy first took the stage as a newly founded division within APA. Only a few months earlier this fledgling coalition of dedicated supporters of group approaches had successfully petitioned APA for official divisional recognition. As that petition explained, it was time for psychologists to focus on groups and group-based approaches to adjustment, arguing that there “are two basic psychological approaches to human life and to mental health; one through individual psychology, the other through group psychology” (quoted in Andronico, 1999, p. 179)

Adaptation of Teachers and Psychologists to Specific Life

This article provides an understanding of the system of knowledge on the psychological aspects of pedagogical techniques, pedagogical cooperation, communication, pedagogical skills, components, pedagogical skills in the pedagogical process, pedagogical skills in the management of the educational process, pedagogical etiquette, pedagogical creativity

Editorial

Sin resume

The effect of functional roles on perceived group efficiency during computer-supported collaborative learning

In this article, the effect of functional roles on group performance and collaboration during computer-supported collaborative learning (CSCL) is investigated. Especially the need for triangulating multiple methods is emphasised: Likert-scale evaluation questions, quantitative content analysis of e-mail communication and qualitative analysis of open-ended questions were used. A comparison of fourty-one questionnaire observations, distributed over thirteen groups in two research conditions – groups with prescribed functional roles (n = 7, N = 18) and nonrole groups (n = 6, N = 23) – revealed no main effect for performance (grade). Principal axis factoring of the Likert-scales revealed a latent variable that was interpreted as perceived group efficiency (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most groups in the role condition report a higher degree of PGE than nonrole groups. Content analysis of e-mail communication of all groups in both conditions (role n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups contribute more ‘coordination’ focussed statements. Finally, results from cross case matrices of student responses to open-ended questions support the observed marginal effect that most role groups report a higher degree of perceived group efficiency than nonrole groups