Modern society is undergoing numerous rapid changes, which include both opportunities and challenges for individuals of all ages. In this environment, young people, particularly students, are frequently confronted with situations that need them to choose and make decisions. The primary goal of this study was to (i) investigate variations in students' attitudes toward decision-making processes based on gender and school year. (ii) Students, administrators, and lecturers assess the students' own steps in putting decision-making into practice. A sample of 697 students and 120 administrators and lecturers were chosen from six school universities using the random sampling technique. Our research yielded the following results: (1) There is a statistically significant difference in male and female attitudes toward decision-making; and (2) there is a statistically significant difference in freshmen's and seniors' attitudes toward decision-making. Steps in student decision-making include: First, pupils decide to identify the issue. Next, they select the optimal solution. Step three is to make a list of potential possibilities. In the next stage, they collect the necessary information about the problem. Finally, students analyze each plan. This study implies that students, administrators, and lecturers rate students' decision-making processes equally.
Reformatory students are those whose deviant behaviors and habits prevent them from receiving education under normal educational conditions. These students frequently lead a careless, undisciplined lifestyle, being unwilling to work and learn eager to play and demanding. Therefore, when they are admitted to reformatories with severe study and lifestyle requirements, they have great psychological difficulty adjusting to their new environment. Students’ psychological issues in adapting to reformatory learning and living regimes are difficult and psychological deficits make it challenging for students to adapt to reformatory learning and living conditions. In Vietnam, 665 students from reformatory schools were polled to determine the causes of psychological issues. According to the findings, a variety of elements contribute to students’ psychological difficulties. Individual student conditions such as health, awareness, attitudes and actions as well as inappropriate habits, living without goals or aspirations, etc. are on the subjective side of the equation. On the objective side are the students’ conditions, family, education and psychological obstacles brought on by less-than-ideal circumstances which will make it more difficult for community students to adapt. Both the new school and society must pay more attention to reformatory students in order to establish the conditions necessary for successful integration into the new school and ultimate readmission into society for these students.
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