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1.
The Effect of Social Anxiety and Self‐Esteem on College Adjustment,Academics, and Retention 
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下载免费PDF全文 Alicia H. Nordstrom Lisa M. Swenson Goguen Marnie Hiester 《Journal of College Counseling》2014,17(1):48-63
In a survey of 271 undergraduates conducted during the 2nd and 11th week of their 1st semester of college, the authors found that self‐esteem mediated relations between social anxiety and academic, social, and institutional adjustment. Implications for 1st‐year college students with social anxiety are discussed, with an emphasis on early identification and recommendations for counselors to adapt cognitive behavior therapy interventions for use with college populations. 相似文献
2.
David C. DeAndrea Nicole B. EllisonRobert LaRose Charles SteinfieldAndrew Fiore 《The Internet and Higher Education》2012,15(1):15-23
A considerable body of research indicates that social support plays an integral role in determining students' successful adjustment to college. Unlike previous research that has evaluated face-to-face support interventions that occur during students' first semester at college, the current study reports on a student-centered social media site designed to enhance students' perceptions of social support prior to their arrival on campus. Results indicated that site usage increased students' perceptions that they would have a diverse social support network during their first semester at college, even when controlling for other potent predictors. The importance of social support perceptions for college adjustment is detailed and the ramifications of the social media intervention are discussed. 相似文献
3.
A. Stephen Lenz Rachel L. Holman Chloe Lancaster Stephanie G. Gotay 《Journal of College Counseling》2016,19(1):2-16
The authors examined the association between relational health and student adjustment to college. Data were collected from 138 undergraduate students completing their 1st semester at a large university in the mid‐southern United States. Regression analysis indicated that higher levels of relational authenticity were a predictor of success during the 1st semester; no significant findings were detected for relationships between relational empowerment and engagement constructs and adjustment. Suggestions for promoting relational development are provided. 相似文献
4.
Willems J. Coertjens L. Donche V. 《European Journal of Psychology of Education - EJPE》2022,37(2):585-604
The social adjustment process is a prominent factor in the literature on the transition to higher education (HE). This vast body of research, however, has predominantly focussed on academically oriented first-year higher education (FYHE) contexts, leaving professionally oriented programs (providing vocational education that prepares students for a particular occupation) rather underexamined. Therefore, this study set out to explore what first-year students in professional HE contexts perceive to be the most important social experiences associated with their adjustment process in the first semester of FYHE. Furthermore, this study examines the extent to which the uncovered key experiences associated with social adjustment are reported at different times. Hereto, drawing on the critical incidents technique, qualitative data were collected from 104 purposively selected freshmen, enrolled in a Flemish (Dutch-speaking part of Belgium) university college which offers professional HE programs, such as social work and nursing. At the start of the second semester of FYHE, these respondents completed ‘reflective logs’ wherein they reflected on three critical social experiences during their first semester in HE. Firstly, a qualitative content analysis revealed that students report on five overarching themes: (1) dealing with the unknown, (2) establishing a first connection, (3) establishing a deeper connection, (4) support from peers and others, and (5) loneliness. Secondly, a quantitative analysis of code occurrence suggests that these five uncovered themes seem to be more significant at different times in the first semester of FYHE. Implications of the findings for the development of guidance and coaching initiatives are discussed.
相似文献5.
This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed. 相似文献
6.
中学生的人格五因素、感知的社会支持与自尊的关系 总被引：6，自引：0，他引：6
以北京和西安1432名初一、初二、高一、高二的中学生为对象,采用小五人格学生问卷、社会关系网络问卷、Rosenberg整体自尊量表,综合探讨中学生的人格五因素、感知的社会支持与自尊的关系。结果发现:(1)人格五因素中的情绪性、开放性,感知的社会支持中的社会性支持、冲突惩罚、满意度对中学生的自尊具有显著预测作用;(2)在人格与社会支持对中学生自尊的联合作用中,人格的作用更为显著,因而是主要的;(3)中学生的人格特征会直接影响自尊,也会影响感知的社会支持,从而间接影响自尊;(4)对男生和女生的自尊产生影响的人格特点和感知的社会支持特点不同。本研究对于促进中学生自尊和心理健康水平的教育实践具有理论指导意义。 相似文献
7.
采用主观幸福感量表、核心自我评价量表、领悟社会支持量表对374名大学生进行了调查。结果发现：1.大学生领悟社会支持、核心自我评价（神经质维度例外）和主观幸福感的各因素之间显著正相关;2.大学生的领悟社会支持、核心自我评价对其主观幸福感及其各因素具有显著预测作用;3.核心自我评价是领悟社会支持与主观幸福感关系的部分中介变量。 相似文献
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Mark M. D’Amico Sandra L. Dika Theodore W. Elling Bob Algozzine Donna J. Ginn 《Research in higher education》2014,55(4):370-399
The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto’s (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen’s (J Higher Educ, 82:54–91, 2011) concept of “socio-academic integrative moments” to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes. 相似文献
9.
Perceived social support has been shown to be one of the most important protective factors for emerging adult students during their transition to university. However, the relationships between perceived social support and dimensions of gender and family background, which have been shown to affect adjustment to college life, remain unexplored. The current study analyzes the effect of gender, parents’ education, and family income level on social support perceived by Spanish university students. The sample consisted of 575 women and 280 men, of average age 18.02 years (SD?=?0.52) enrolled in the first year of degree courses at the University of Santiago de Compostela (Spain). Three measures were used to assess various facets of perceived social support, namely perceived acceptance, social provisions, and support availability and satisfaction. Gender differences were identified for several perceived social support dimensions; women reported a wider social network, which should cover more diverse needs of social support. In addition, differences related to mother’s education and family income level emerged for the availability of support and perceived acceptance. The results highlight the different role of gender and family background in several dimensions of perceived social support during the transition to emerging adulthood. 相似文献
10.
为探讨大学生孤独感、领悟性社会支持和网络成瘾之间的关系,采用大学生孤独感量表(UCLA)、领悟性社会支持量表(PSSS)和中文网络成瘾量表(CIAS)对1200名大学生进行问卷调查发现:网络成瘾与孤独感呈显著正相关,与领悟性社会支持的各因子呈显著负相关;孤独感与领悟性社会支持各因子存在显著的负相关。中介效应依次检验结果表明:在大学生领悟性社会支持和网络成瘾的关系中,孤独感具有完全中介效应。 相似文献
11.
采用问卷法对598名大学生社会支持、人格与心理健康的关系进行了研究.结果表明:1)城市生源大学生在SCL-90上的得分显著低于农村大学生,社会支持客观分显著高于农村大学生,大一学生所获得的客观支持均多于其他年级,且差异显著;2)社会支持、人格和心理健康存在显著的相关关系;3)人格是作为生活事件一心理健康的外部影响因素而发挥作用的,未发现人格在社会支持和心理健康之间的缓冲作用. 相似文献
12.
大学生焦虑与领悟社会支持关系的研究 总被引：1，自引：0，他引：1
探讨领悟社会支持与焦虑的关系，为大学心理健康教育提供帮助。方法：用《领悟社会支持量表》（Perceived social supportscale，PSSS）和《焦虑自评量表》（Self-Rating Anxiety Scale，SAS），对277名大学生进行测查和分析。结果：（1）领悟社会支持能力与焦虑之间呈显著负相关；（2）大学生焦虑与领悟家庭内支持及领悟家庭外支持均呈显著负相关．结论：领悟社会支持能力是影响大学生心理健康状况的重要因素． 相似文献
13.
Mina Popliger Jessica R. Toste Nancy L. Heath 《Emotional and Behavioural Difficulties》2013,18(3):195-213
The perceived availability of social support has been documented as a protective mechanism among adults and adolescents. However, little research has explored the role of social support among children with emotional and behavioural difficulties (E/BD). The current study sought to investigate the effects of perceived social support from family, friends and teachers on domain-specific adjustment for children with E/BD. Fifty-four teacher-nominated children for E/BD completed questionnaires on perceived social support and behavioural, emotional and social functioning. Results suggest a pattern of intercorrelations between indices of child-rated social support and behavioural, emotional and social indicators of adjustment. Specifically, domain-specific social support was found to predict domain-specific adjustment outcomes for children with E/BD, once demographic variables were held constant. Interventions that are child-centred and domain-specific are suggested. 相似文献
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张亚宁 《山西广播电视大学学报》2005,10(1):47-48
健康人格的培养是21世纪国际人才竞争的必备条件,而人格发展和自我意识的形成、完善,都是在个体社会化过程中逐渐实现的,大学生在社会化过程中如何尽快完善和健全人格培养,如何构建行之有效的健全人格培养体系,便成为我们这个时代亟待解决的问题。 相似文献
16.
人格与主观幸福感的关系——社会支持与自我和谐的中介作用 总被引：3，自引：0，他引：3
目的探讨人格特征、社会支持、自我和谐与主观幸福感的关系.方法采用艾森克人格问卷（简式中国版）,社会支持评定量表、自我和谐量表、生活满意度量表以及情感量表测量500名在校大学生.结果社会支持、自我和谐是内外向与主观幸福感的中介变量,同时,自我和谐是神经质与主观幸福感的中介变量;社会支持与自我和谐之间存在着密切关系.因此,人格特征还可以通过社会支持与自我和谐的相互作用间接地影响主观幸福感.结论社会支持与自我和谐在人格与主观幸福感之间起着中介作用。 相似文献
17.
The introduction of in-class cooperative learning to a two semester large lecture college physics sequence was evaluated using
both qualitative and quantitative measuremets. The first semester of the sequence was taught using traditional formats for
lectures, tutorials and laboratories. A group of six students with apparent weaknesses in their academic backgrounds (from
a class size of 200) was examined closely through weekly group meetings, journal writing and formal interviews. After several
weeks, the group meetings became cooperative learning sessions, and the meetings appear to have helped the students to achieve
at a higher level than expected. In addition, a classroom environment survey was administered during the first semester. During
the second semester, in-class cooperative learning was implemented in tutorials. Student reaction to the new tutorial format,
as measured by the survey, was positive. Field notes taken during the tutorials in the second semester revealed additional
positive aspects of this reform. Many of the data support the hypothesis that in-class cooperative learning addressed student
concerns about the learning environment and was perceived as an effective reform by most students. 相似文献
18.
大学生人格特征、社会支持、应对方式间存在一定的相关性。不同年级大学生人格特征、不同性别大学生幻想应对方式差异有统计学意义（P〈0．05）,其余各组间差异均无统计学意义（P〉0．05）。N（神经质）人格特征与解决问题应对方式呈负相关（P〈0．01）;与自责、幻想、退避、合理化呈正相关（P〈0．01）;与主观支持呈负相关（P〈0．05）。应对方式中解决问题与客观支持、主观支持、支持总分呈正相关（P〈0．01）;自责与主观支持呈负相关（P〈0．05）。求助与支持利用度和支持总分呈正相关（P〈0．01）。幻想与客观支持呈负相关（P〈0．01）。年级是大学生人格特征的影响因素、女性大学生更多运用幻想的应对方式。 相似文献
19.
大学生领悟社会支持和自杀态度的关系 总被引：1，自引：0，他引：1
目的了解大学生的自杀态度,探讨领悟社会支持与自杀态度的关系,以便为大学生心理健康教育和自杀预防提供依据。方法采用自杀态度问卷（SAQ）和领悟社会支持量表（PSSS）对320名大学本科生进行调查。结果（1）大学生对自杀持矛盾或中立的态度,不同性别、不同地区、不同专业和是否为独生子女的大学生自杀态度和领悟社会支持各维度的差异均不显著;（2）不同家庭关系的学生在对自杀者的态度、自杀者家属的态度、安乐死的态度上存在差异,在家内支持和家外支持上存在显著差异;（3）单亲大学生与非单亲大学生在对安乐死的态度、家内支持、家外支持上存在差异;（4）大学生领悟社会支持与自杀态度密切相关,领悟社会支持各因子与自杀态度各因子都存在极其显著的相关。 相似文献
20.
目的:探讨领悟社会支持和应对方式在自我肯定与生命质量之间的作用机制。方法:采用一般健康问卷、领悟社会支持量表、特质应对方式问卷、TDL生命质量测定表对319名高职学生进行调查。结论:高职学生的自我肯定、领悟社会支持和积极应对与生命质量显著正相关,消极应对与生命质量显著负相关;领悟社会支持和积极应对、消极应对在自我肯定与生命质量之间起链式中介作用。 相似文献