Moderating effect of gender and age on the relationship between emotional intelligence with social and academic adjustment among first year university students

This study examined whether emotional intelligence is significantly correlated with social adjustment and academic adjustment. It also explored the moderating effects of gender and age factors and their linked between emotional intelligence and social adjustment as well as academic adjustment among first year university students. 289 first year university students (148 males and 141 females) at the Irbid Govern Orate, North of Jordan, participate in the study and were categorized based on two age groups, younger students between the age of 18 – 25 and older students between the range of 26 and above. Two valid and reliable instruments were used to assess student’s emotional intelligence, social adjustment and academic adjustment. Correlation and multi-group analysis using structural equation model were used to analyse these data. The result shows no significant relationship between emotional intelligence and of both social adjustment and academic adjustment. In addition, the moderating effect of gender was not found. However, the moderating effect of age on the relationship between emotional intelligence with social adjustment and academic adjustment were established

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Little is known about individual differences in the pattern of university adjustment. This study explored longitudinal associations between emotional self-efficacy, emotion management, university adjustment, and academic achievement in a sample of first year undergraduates in the United Kingdom (N=331). Students completed measures of adjustment to university at three points during their first year at university. Latent Growth Mixture Modeling identified four trajectories of adjustment: (1) low, stable adjustment, (2) medium, stable adjustment, (3) high, stable adjustment, and (4) low, increasing adjustment. Membership of the low, stable adjustment group was predicted by low emotional self-efficacy and low emotion management scores, measured at entry into university. This group also had increased odds of poor academic achievement, even when grade at entry to university was controlled. Students who increased in adjustment had high levels of emotion management and emotional self-efficacy, which helped adaptation. These findings have implications for intervention

Adaptability: Does Students’ Adjustment to University Predict Their Mid-Course Academic Achievement and Satisfaction?

Individual differences in ‘adaptability’–cognitive, behavioural, and emotional adjustment in the face of change, novelty, and uncertainty–are theorised to influence students’ academic achievement and course satisfaction; although the literature examining these relations in tertiary education is sparse. In the present study, first-year undergraduate students were surveyed for their adaptability, academic buoyancy, and academic motivation (predictor variables) along with their mid-course academic achievement and course satisfaction (outcome variables). Correlation analyses revealed that adaptability was significantly associated with all other variables in this study. Multiple regression analyses revealed that after controlling for individual differences in academic buoyancy and academic motivation, adaptability explained unique variance in both academic achievement and course satisfaction. These findings have important implications for researchers and educators seeking to understand first-year students’ adjustment to university and the influence this may have on their educational outcomes.</p

Self-Efficacy of First-Generation College Students and the Relationship to Academic Performance and College Adjustment

The authors examined whether self-efficacy mediated the relationship between generational status and 2 academic outcome indicators of 192 college students. A mediation effect was not found with either academic performance or college adjustment. However, high self-efficacy at the beginning of the year predicted better college adjustment at the end of the 1st year. For college students in general, high self-efficacy was related to better college adjustment. Recommendations for counselors are discussed

Adjustment amongst first year students in a Malaysian University

Based on the adjustment model by Baker and Siryk (1984), this study aimed to explore college adjustment processes experienced by 250 first year university students who were attending various undergraduate programmes in a Malaysian public university. In addition it examined the role of gender in college adjustment and the impact of college adjustment on students’ academic achievement. The study employed a correlation design and data was analyzed using descriptive and inferential statistics to address the research objectives. Findings from this study showed that students’ overall adjustment was at a moderate level and male students were found to be better adjusted compared to female students. Results indicated that throughout a period of one semester, students’ academic achievement was found to be significantly predicted by college overall adjustment, academic adjustment, and personal-emotional adjustment

The impact of cultural dissonance and acculturation orientations on immigrant students' academic performance

Indexación: Scopus; Scielo; Redalyc.Prior research has documented meaningful differences between school performance of immigrant and native students. Multicultural education has been associated with academic failure of foreign students. e aim of this study was to examine the impact of a set of psychosocial variables on the perceived academic achievement of first generation immigrant adolescents from public secondary schools in Northern Spain. Results showed that 46% of the variability in foreign students’ perceived academic performance was explained by home-school cultural dissonance. We also explored the impact of acculturation orientation to separation, perception of discrimination from teachers, school adjustment, and psychological well-being in academic performance. Any multicultural education context should take into account psychosocial adjustment, given its influence on academic performance of all studentsSe han hallado diferencias significativas entre el rendimiento académico de los inmigrantes y el de los estudiantes nativos. Sin embargo, hay una escasa evidencia acerca de los aspectos psicosociales de este fenómeno. El objetivo de este estudio fue examinar el impacto de un conjunto de variables psicosociales: disonancia cultural y orientaciones de aculturación en el rendimiento académico percibido de adolescentes inmigrantes de primera generación de centros de Educación Secundaria en el Norte de España. Los resultados mostraron que alrededor del 46% de la variabilidad en el rendimiento era explicada por la disonancia cultural entre escuela y hogar. Cualquier contexto de educación multicultural ha de tomar en consideración el ajuste psicosocial, dada su influencia en el rendimiento académico de los estudiantes.http://www.redalyc.org/jatsRepo/647/64753989003/index.htm

Chinese students' psychological and sociocultural adjustments to Britain: an empirical study

This paper reports an empirical study of the psychological and sociocultural adjustments of two cohorts of Chinese students taking a foundation course in English language at a British university. Using Zung's (1965) Self-Rating Depression Scale and a modification of Ward and Kennedy's (1999) Sociocultural Adaptation Scale, quantitative data were obtained on the students' adjustment experiences, and these were correlated with other variables such as grade point average, age and length of stay in Britain. Interview data provided a richer picture of their experiences. The study found that the majority of students had few psychological or sociocultural adjustment difficulties. Nevertheless, social interaction with non-Chinese was consistently identified as problematic and this, as well as difficulties in adjusting to daily life, were very highly correlated with psychological stress. End-of-course grade point average was found to be negatively correlated with the psychological stress experienced near the beginning of the academic year. The paper calls for further research to follow up these findings, and concludes with a list of suggestions for universities to help address overseas students' psychological and sociocultural adjustment needs

A Comparison of Parent and Teacher Ratings of Child Behaviours: the Pygmalion Effect Revisited

Early schooling experience is a reliable predictor of later school and professional adjustment. In the context of important investment made in the preschool curriculum to promote early academic achievement among children at risk of failure, the validity of screening and referring procedures is a rising issue. 384 children and their family participated in an 18 months longitudinal study from kindergarten to first grade. Results of the present study confirmed the value of screening protocol based on consensus between parents and teacher for greater attention to children needs. However, further results suggested that kindergarten’ teachers might be considered as a unique and valid informant to predict early academic achievement

Contribution of Emotional Intelligence, Coping, and Social Support towards Adjustment and Academic Achievement amongst Fresh Students in the University

Adjustment is a significant predictor of academic achievement amongst fresh students in university. Adjustment problems can affect the students’ performance if they are not overcome. Thus, this study aims to investigate the role of students’ overall adjustment as a mediator in predicting the relationship between emotional intelligence, coping, and social support with academic achievement in the university. Besides that, this study also explores students’ level of academic achievement, adjustment, emotional intelligence, coping effort, and their level of satisfaction towards the availability of social support at the university. Using correlational descriptive design, this study involved 250 first semester students at a local public university. Instruments employed to measure the research variables in this study are: Student Adaptation to College Questionnaire (to assess adjustment to university), Mayer-Salovey-Caruso Emotional Intelligence TestTM (to assess emotional intelligence), Ways of Coping Questionnaire (to assess coping effort), and Interpersonal Social Evaluation List-College Version (to assess social support). Data was analyzed using descriptive and inferential statistics. Research findings showed that majority of the students have a moderate overall adjustment level, as well as for the academic adjustment, social adjustment, personal-emotional adjustment, and goal commitment/institutional attachment dimensions. Students also demonstrated a low level of emotional intelligence, which was at the developmental level. Research findings show that students’ level of coping effort and their statisfaction towards social support that was available at the university were moderate. Academic adjustment dimension was found to be the highest predictor for academic achievement followed by the personal-emotional adjustment dimension. Findings of the study indicated that there were significant differences in students’ overall adjustment level based on their gender and academic achievement. Male students’ overall level of adjustment was found to be higher compared to female students. Students who achieved higher grade point average were found to have higher overall level of adjustment compare to those who achieved low grade point average. The path analysis results showed that the overall adjustment was an important mediator in explaining the relationship between emotional intelligence, coping, and social support and students’ academic achievement. It was found that social support perceived the highest mediating effect from overall adjustment in predicting students’ academic achievement. Research findings also indicated that emotional intelligence contributed the highest overall effect on students’ academic achievement. In conclusion, this study shows that students’ psychological attributes such as emotional intelligence, coping, and social support have a positive impact on academic achievement through their overall adjustment as mediator

Boston University Bulletin. School of Management; Graduate Programs, 1980-1981

Each year Boston University publishes a bulletin for all undergraduate programs and separate bulletins for each School and College, Summer Term, and Overseas Programs. Requests for the undergraduat e bulle tin should be addressed to the Admissions Office and those for other bulletins to the individual School or College. This bulletin contains current information regarding the calendar, admissions, degree requirements, fees, regulations, and course offerings. The policy of the University is to give advance notice of change, when ever possible, to permit adjustment. The University reserves the right in its sole judgment to make changes of any nature in its program, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes and other academic activities, and requiring or affording alternatives for schedul ed classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances. Boston University Bulletins (USPS 061-540) are published twenty times a year: one in January, one in March, four in May, four in June, six in July, one in August, and three in September