Academic Adjustment

The purpose of this study is to determine the relationship between test-anxiety and academic achievement among adolescents in Sanandaj, Iran. The respondents comprised of 400 students (200 boys and 200 girls) in the age range of 15-19 years old that were randomly selected from nine high schools in Sanandaj, Iran. A self administered questionnaire was used for data collection which includes a Test-Anxiety Inventory (TAI)(Abbolghasemi, 1988), Grade Point Average (GPA) score and personal information. ...

The investigation of the level of Social and Academic Adjustment and the relationship between both of them in Jordan is still inadequate due to lack of research and interest among scholars and researchers. This fact is occurring even though the increase of refugees during the last five years has affected other Jordanian students. Therefore, this study examines the relationship between Social Adjustment and Academic Adjustment among secondary female students in Jordan. A total of 100 students from one school were examined. The result from the analysis posited that there is a high level of Social Adjustment (60%) and Medium level of Academic Adjustment (66%). Additionally, there is a positive statistically significant correlation (0.552) among the total of Social Adjustment and the total of the Academic Adjustment. Pearson correlation was used to evaluate the overall relationship between social and academic adjustments. A strong positive correlation was found between the social and academic scores of students. The current study has also discussed the results, the limitations and the recommendations.

The investigation of the level of Social and Academic Adjustment and the relationship between both of them in Jordan is still inadequate due to lack of research and interest among scholars and researchers. This fact is occurring even though the increase of refugees during the last five years has affected other Jordanian students. Therefore, this study examines the relationship between Social Adjustment and Academic Adjustment among secondary female students in Jordan. A total of 100 students from one school were examined. The result from the analysis posited that there is a high level of Social Adjustment (60%) and Medium level of Academic Adjustment (66%). Additionally, there is a positive statistically significant correlation (0.552) among the total of Social Adjustment and the total of the Academic Adjustment. Pearson correlation was used to evaluate the overall relationship between social and academic adjustments. A strong positive correlation was found between the social and academic scores of students. The current study has also discussed the results, the limitations and the recommendations.

Student's maladaptive behaviors are behaviors that are not compatible with the views of parents, schoolchildren, community, and school. The purpose of this study was to investigate the effectiveness of self-regulation strategies training on academic self-efficacy and educational adaptability of maladaptive female students in second-grade high school in Kerman. This research is applied in terms of its purpose and in terms of how to collect experimental data such as quasi-experimental, pseudo-test, post-test, and control group. The statistical population of this study includes maladaptive female students in Secondary Schools in District 2 of Kerman. The research sample was 30 maladaptive students who were identified by incompatible high school students' compatibility test and then divided randomly into two experimental and control groups (each group of 15). They were the experimental group received 8 sessions of 90 minutes’ self-regulation strategies and the control group did not receive any training during this period. Data were analyzed using statistical methods such as mean, standard deviation and covariance analysis. The results showed that self-regulation strategies training had a significant effect on academic self-efficacy and academic adjustment of maladaptive students at the level of P <0.01. Self-regulation training to use cognitive strategies and meta-cognitive strategy is presented to maladaptive students, in order to lessen the academic inconsistency and academic self-efficacy of such students.

The study aimed to examine the impacts of metacognition and gender on the academic adjustment and academic outcome of the participants. Five hundred twenty two undergraduate and postgraduate male (M = 20.53, SD = 2.06) and female (M = 20.47, SD = 2.00) students served as the participants in the study. Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and Academic Adjustment Scale (Anderson et al., 2016) were employed to measure the metacognitive awareness and academic adjustment of the participants. The results of the study exhibited no gender differences in metacognition and academic adjustment except academic achievement and academic outcome of the male and female participants. The results of the study also evinced that scores on declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation components of metacognition and overall metacognitive awareness demonstrated positive correlations with the academic achievements, overall academic adjustment and academic outcome. Contrarily, the scores of planning and evaluation were found to be negatively correlated with the scores of academic lifestyle of the male, female and all the participants. Lastly, the results of the study demonstrated that the scores on declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation components of metacognition and overall metacognitive awareness accounted for significant variance in the scores of academic life style, academic achievements, overall academic adjustment and academic outcome. The results of the study have significant implications of for researchers, academicians, laymen, counselors and school psychologists. The limitations and future directions for researchers have also been discussed.

This study attempted to examine the impacts of academic locus of control and metacognitive awareness on the academic adjustment of the student participants. The convenient sampling was applied to select the sample of 368 participants comprising 246 internals with age ranging from 17 to 28 years (M = 20.52, SD = 2.10) and 122 externals with age spanning from 17 to 28 years (M = 20.57, SD = 2.08). The findings indicated that there were significant differences in the various dimensions of metacognition, academic lifestyle and academic achievement of the internals and externals
except for academic motivation and overall academic adjustment. There were significant gender differences in declarative
knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, evaluation and overall metacognitive awareness. Likewise, the internals and externals differed significantly in their mean scores of
declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation and overall metacognitive awareness, academic lifestyle and academic achievement. The significant positive correlations existed between the scores of metacognitive awareness and academic adjustment. It was evident that
the internal academic locus of control and metacognitive awareness were significant predictors of academic adjustment
of the students. The findings have been discussed in the light of recent findings of the field. The findings of the study have
significant implications to understand the academic success and adjustment of the students and thus, relevant for teachers,
educationists, policy makers and parents. The future directions for the researchers and limitations of the study have also
been discussed.

The Malaysian government aims to help the bottom billion countries, which are its neighbouring countries in the South East Asian region, for their human capital development through providing university postgraduate scholarship projects. Those countries include Cambodia, Laos PDR, Burma or Myanmar, and Vietnam (CLMV), which are favourite countries for its technical assistance. Due to the countries’ various educational systems, postgraduate students have experienced some academic difficulties during their studies and research in Malaysian universities. A qualitative research method is employed to investigate students’ living strategies, perception of academic success, and academic adjustment problems in a Malaysian university. Research samples were conducted conveniently selected from a total of 17 students made up of 6 Cambodian, 4 Laotian, 2 Myanmar, and 5 Vietnamese postgraduate students (47, 05% females and 52, 94% males) who have studied in the Universiti Sains Malaysia (USM) so called the Research University in the academic year 2012/2013, where they have attended the schools of educational studies, social science, and materials and mineral resource engineering. The result showed that the most difficult problem in term of academic adjustment which is English language difficulty in their new learning environment. In order to remedy such matters, they must strive to study hard, to improve English proficiency, and to make good relations with their academic staff, thesis supervisors, and other postgraduate students. In other words, social adjustment is considered as one of the important strategies that enable them to cope with the context of Malaysian culture. Based on the findings, the researchers provide recommendations to facilitate CLMV students to make better adjustments in a Malaysian research university and to achieve their academic endeavor.

The study aimed to examine the impacts of metacognition and gender on the academic adjustment and academic outcome of the participants. Five hundred twenty two undergraduate and postgraduate male (M = 20.53, SD = 2.06) and female (M = 20.47, SD = 2.00) students served as the participants in the study. Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and Academic Adjustment Scale (Anderson et al., 2016) were employed to measure the metacognitive awareness and academic adjustment of the participants. The results of the study exhibited no gender differences in metacognition and academic adjustment except academic achievement and academic outcome of the male and female participants. The results of the study also evinced that scores on declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation components of metacognition and overall metacognitive awareness demonstrated positive correlations with the a...

The aim of this study was to evaluate the effectiveness of emotional and cognitive processing strategies on students' academic adjustment and academic engagement. This study was applied and in terms of research method was quasi-experimental with pre-test-post-test design and control group. The statistical population of this study consisted of male high school students in region 2 of Kerman. They were selected through cluster sampling method and randomly assigned to the experimental and control groups. Then the experimental group was trained and intervened for 8 sessions (90 minutes per session) and the control group did not receive any training. After the training sessions, the post-test was taken. The instruments used in this study included Sina Wesing (1993) adjustment questionnaire and Zarang academic engagement questionnaire (2012).To analyze the data, multivariate analysis of covariance (ANCOVA) and multivariate analysis of variance (MANCOVA)were performed using SPSS-22 software. The results of analysis of covariance showed that the intervention of strategies based on emotional and cognitive processing is effective in increasing academic adjustment and academic engagement of students. The results also showed that the effectiveness of emotional and cognitive processing strategies separately with academic engagement and students' academic adjustment was significantly related at the level of (p<0.05).Based on the research findings, it can be concluded that teaching intervention strategies of cognitive processing and emotional processing is effective in the process of increasing academic adjustment and students' academic engagement.

The purpose of this study was to set forth the relationship between the individuals&#39; states to adopt social networks and social intelligence and analyze both concepts according to various variables. Research data were collected from 1145 social network users in the online media by using the Adoption of Social Network Scale and Social Intelligence Scale during the summer, 2015. Status of the participants to adopt social networks was medium, and their social intelligence states were at a high level. There was no relationship between the adoption of social networks and social intelligence states and the gender of the participants. Adoption of social networks and social intelligence levels of university graduates were significantly higher than primary school graduates. Social information process and social skill sub-dimensions located in the Social Intelligence Scale has a significant positive correlation with all sub-dimensions except social impact sub-dimension of Social Networks ...

High dropout rates in first year and the enculturation into the academic literacies essential in promoting a successful academic adjustment are some of the challenges faced by many students when entering a higher education institution. The study aimed to understand some of the factors that contribute to student adjustment as social work students negotiate the higher education landscape from first to second year. The study explored the views of twelve first-year and seven second-year students utilising a qualitative research design where purposive sampling was used to recruit two focus groups. The results revealed that what both sets of students recognised as beneficial to their academic adjustment were the familiarisation of context, the use of effective time management skills, and positive attitudes. However, university-driven interventions aiming at assisting first year social work students with their academic life, such as the First Year Experience (FYE), were identified as too g...

This study attempted to examine the impacts of academic locus of control and metacognitive awareness on the academic adjustment of the student participants. The convenient sampling was applied to select the sample of 368 participants comprising 246 internals with age ranging from 17 to 28 years (M = 20.52, SD = 2.10) and 122 externals with age spanning from 17 to 28 years (M = 20.57, SD = 2.08). The findings indicated that there were significant differences in the various dimensions of metacognition, academic lifestyle and academic achievement of the internals and externals except for academic motivation and overall academic adjustment. There were significant gender differences in declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, evaluation and overall metacognitive awareness. Likewise, the internals and externals differed significantly in their mean scores of declarative knowledge, procedural knowledge, conditional kno...

The present study focused on assessing psychological capital (PsyCap) and academic adjustment of first-year university students in Meghalaya, a north-east state in India. It examined PsyCap as a contributing factor to students' adjustment in the university. In the study, a descriptive research design was used. Academic Adjustment Questionnaire (AAQ) and Psychological Capital Questionnaire (PCQ)were administered among
eighty-seven students of M.A. in education (N=46) and M.Ed. program (N=41). The statistics, such as correlation, and regression equation techniques were employed for data analysis using IBM SPSS 22. The analysis revealed that the levels of academic adjustment and psychological capital among students were high. Besides, the study also
evidenced a significant correlation between students’ academic adjustment and their PsyCap (r=.413) at p-value 0.01 (2-tailed) and evidenced PsyCap as a significant contributing factors that predicted 16.2 percent of the variance caused in their academic adjustments.

The study aims to conceptualize and explore the meaning of academic adjustment among international PhD students within three public research universities through students’ and PhD supervisors’ own experiences and perceptions. This presentation will be based on work in progress, reporting on a pilot study conducted earlier this year with four international PhD students and four academic staff of two public research universities. A qualitative approach using in-depth interviews was used in gathering data from participants involved. Findings revealed that international PhD students faced adjustment problems initially but eventually they become accustomed to the new academic environment. Academic staff reported their experience of supervising these international PhD students and ways that they helped these students to be academically adjusted with their PhD work. In conclusion, the pilot study revealed issues that contribute to a better understanding of the international PhD students’ well-being and which will serve as guidance and recommendations to relevant parties involved (i.e. Graduate School/ Centre of Graduate Studies, Ministry of Higher Education) in the management of international postgraduate students in Malaysia and for current and future international PhD students who would like to embark on their postgraduate studies in Malaysia.

The purpose of the current study was to examine the moderating effect of mindfulness in the relationship between stress and academic adjustment in undergraduate students. This research was a descriptive study of correlation kind. 312 first year undergraduate students were selected at Lorestan University by multistage cluster sampling method. The students completed Perceived Stress Scale (Cohen and et al, 1983), Mindful, Attention Awareness Scale (Brown and Ryan, 2003), and completed the academic adjustment scale of Baker and Siryak (1989). Hierarchical linear regression analyses were used to examine the relationship between stress and academic adjustment, and also the moderating role of mindfulness. Results reveal that there is a significant relationship between stress and academic adjustment. Moderator role of mindfulness in the relationship between stress and academic adjustment was also confirmed. This study cleared that higher levels of mindfulness moderates the relationship between stress and academic adjustment.

This 16-year longitudinal study examines individual uncertainties concerning work and career, as perceived by 213 employed and unemployed Italian young adults, and reflecting the precarious situation in the Italian labor market in times of globalization. Predictors were individuals’ academic and social adjustment during adolescence and current characteristics of educational achievement and employment status. As expected, a two-group path analysis revealed that those employed perceived a lower load of work-related uncertainties than those unemployed. Moreover, the employment status moderated the associations between earlier adjustment and perceived uncertainties in adulthood. Whereas better academic adjustment was significantly related to a lower load of perceived uncertainties in the unemployed group, the association was insignificant in the employed group. Likewise, better social adjustment was only relevant for a lower load of uncertainties in the employed group, but not in the un...

In recent years, a substantial number of international Muslim students come to China to pursue their higher education, which has raised the interest of researchers to intensively studying international students' adjustment to Chinese culture and education environment. The present study explores adjustment of international Muslim students from academic and socio-cultural perspectives at universities in China. The study intensively examines the difficulties that international Muslim students encounter and undergo in Chinese classrooms. Additionally, the study also deeply investigates international Muslim students' socio-cultural adjustment difficulties due to their cultural background and dissimilarity between their culture and Chinese culture.
Furthermore, the study seeks reasons behind adjustment problems and their relation with international Muslim students' beliefs. Additionally, the study finds out the ways for handling adjustment problems through pragmatic suggestions, which can help international Muslim students to adjust successfully to Chinese culture and Chinese learning environment.
In this empirical study, intercultural adjustment of international Muslim students, which is associated with academic and socio cultural dimensions, was thoroughly investigated. The study was derived from Xiaofan's "effectiveness of intercultural adjustment in multicultural classrooms" theory and cultural distance theory to study intercultural adjustment of international Muslim students from academic and socio-cultural perspectives. For the credibility of the research, qualitative and quantitative instruments were used as major research methods. As for the quantitative instrument, 132 international Muslim students at Chinese universities were randomly selected to fill in the questionnaire. The data obtained from the questionnaire was analyzed through SPSS software. The students’ opinions were interpreted according to the highest mean they had gained from the choices. The data obtained through the questionnaire was analyzed with relation to the variables of international Muslim students’ gender and cultural background.
Besides, for more reliability, an interview with 14 international Muslim students was carried out to collect supplementary data and to fill in any gaps that might have been left unanswered by the respondents in the questionnaire.
As for academic adjustment, the study has ascertained that international Muslim students have experienced distinctive language difficulties while learning Chinese language, most particularly learning writing Chinese characters and reading. The Chinese teaching methods and higher educational system appear to be one of the most prominent hardships that international Muslim students bitterly experienced during their study at Chinese universities. Regarding Chinese culture and environment, the respondents emphasized on problems related to the dissimilarities between religious beliefs, food, eating habits, customs and the weather in their country of origin and those in the host country.
The majority of international Muslim students correlate their socio-cultural adjustment difficulties with Islam religion. They generally had difficulties finding Halal food and place for praying, even though many of them are not from same country, as International Muslim students share the same religious cultural backgrounds that bring them together regardless their identity or belonging. International Muslim students have tried many different ways to handle the new norms, values, beliefs, and attitudes of the host country to healthier and effortless integration.
The study concluded that Chinese universities need to adopt strategies to address international students’ needs, such as providing supportive academic and Chinese language skills programs, increasing public lectures, enhancing motivating teaching methods, and recruiting more English speaking academic staff. Chinese universities also should consider organizing activities for international students and assisting them in adjusting socially to the host culture.
Furthermore, the findings of this study also indicated that participants encountered difficulties in finding halal food and performing Friday’s prayers. Therefore, international student office of universities should work cooperatively with Muslim student associations and co-national student associations to facilitate international Muslim students' adjustment to the academic and socio-cultural atmosphere in China, by helping them find halal food, mosques, and commuting to there and back. 
Keywords: intercultural adjustment, international Muslim students, learning Chinese language difficulties, academic adjustment, socio-cultural adjustment