Coping Styles, Social Support, Relational Self-Construal, and Resilience in Predicting Students’ Adjustment to University Life

doi:10.12738/estp.2016.1.0058

Cited by 55 publications

(44 citation statements)

References 48 publications

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“…Several studies indicate that the university dropout occurs in the first semesters of university (Martínez et al, 2014), many of them due to factors associated with the difficulties of adapting to the challenges of such life (Ames et al, 2014;Buchanan, Ljungdahl, & Maher, 2015). Some of the main variables associated with the success of the adjustment process is social support (Chavoshi, Wintre, Dentakos, & Wright, 2017;English, Davis, Wei, & Gross, 2017;Páramo Fernández, Araújo, Tinajero Vacas, Almeida, & Rodríguez González, 2017;Rahat & Ilhan, 2016). https://dx.doi.org/10.15405/epsbs.2019.04.02.103 Corresponding Author: Verónica León Ron Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 836 In Ecuador, according to the National Secretariat of Higher Education, Science, Technology and Innovation SENESCYT, in 2012, the dropout rate was 50%, for the year 2014, of more than 400,000 students enrolled in public and co-financed universities, 26% left the chosen career in the first semesters (El 26% de universitarios se retiró en los primeros años, 2016).…”

Section: Problem Statementmentioning

confidence: 99%

Social Support And Adjustment To University Life In Ecuadorian Students

Ron¹,

Yépez²,

Torres³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

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Adjustment to university life is a transition process in which the student must face several challenges related to personal, emotional, academic and motivational aspects. In this context, the social support that the university environment provides is fundamental for the development of a correct adaptation. The objective of this research is to describe the relationship between different types of perceived social support and the dimensions of adjustment to university life. This is a non-experimental design investigation, crosssectional with correlational scope. A census was carried out to 1374 students of the first two semesters of five Schools in the academic period 2017-2018 at the Universidad Técnica del Norte, to which a University Life Questionnaire. Chilean adaptation was applied. The valid sample was 907 and the pearson correlation coefficient was used. The results showed that the different dimensions presented an average level of correlation, the highest correlation coefficient with r =, 515 corresponds to the dimensions of social adjustment and peer support. The main conclusion is that the dimensions of academic adjustment and social adjustment have a higher level of correlation with all types of support; while the institutional adjustment dimension shows a weak level of association with the different types of support.

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Section: Problem Statementmentioning

confidence: 99%

Social Support And Adjustment To University Life In Ecuadorian Students

Ron¹,

Yépez²,

Torres³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

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“…Armas et al, 2014;Cross et al, 2000), social support and life satisfaction (Heintzelman & Bacon, 2015) attitudes and behaviours in response to charity advertisements (Burton, Gore, & Sturgeon, 2012), adjustment capacity to social contexts (e.g. academic context, Rahat & Ílhan, 2016), among others, has contributed to the growing research on the construct and its validation for different populations. To our knowledge, RISC scale has been adapted for the Korean and Japanese (Bresnahan et al, 2005), Spanish (Armas et al, 2014), Turkish (Akın, Eroğlu, Kayış, & Satıcı, 2010) populations, presenting acceptable values of internal consistency in each case (0.68 to 0.85).…”

Section: Conjunction Of Various Scalesmentioning

confidence: 99%

Psychometric properties of the Portuguese version of the Relational Interdependent Self –Construal scale

et al. 2017

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O Relational Interdependent Self-construal (RISC) pode ser descrito como o grau em que os indivíduos se definem em termos das suas relações íntimas. Devido à importância deste constructo e da sua medida, a escala RISC, em processos individuais e sociais, realizámos dois estudos de validação da escala para a população Portuguesa. A escala RISC, unidimensional e composta por 11 itens, foi traduzida para o português e as suas propriedades psicométricas foram analisadas com duas amostras: 399 participantes para o estudo 1 (62.9% mulheres e 30.8% homens, com idades entre os 18 e os 59 anos - M = 26.4; DP = 8.90) e 292 participantes para o estudo 2 (57.9% mulheres e 42.1% homens, com idades entre os 17 e os 59 anos - M = 26.37, DP = 8.87). Os resultados confirmaram a estrutura unidimensional da escala, mostrando bons valores de validade e de ajustamento do modelo (CFI = 0.92; TLI = 0.87; NFI = 0.89; RMSEA = 0.09). A escala RISC-P mostrou ser invariante entre géneros, observando-se que as mulheres apresentam valores mais elevados de RISC. Os bons indicadores psicométricos e de ajustamento do modelo validam o uso desta versão para a população Portuguesa em muitas áreas de investigação (e.g., controlo da desejabilidade social, análise de validade convergente e preditiva).

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“…The development of resilience has been shown to reduce psychological distress, assist with managing academic demands and enhance academic outcomes (Ortega-Maldonado, & Salanova, 2018;Pidgeon, Rowe, Stapleton, Magyar, & Lo, 2014). Rahat and Ilhan (2016) describe resilience as a significant predictor of successful coping for university students. Further to this, research has demonstrated that a higher rate of resilience in university students is the best predictor of successful coping (McLafferty, Mallet, & McCauley, 2012).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a leadership development program to enhance university staff and student resilience

Brewer

Lane

Carter

et al. 2019

JTLGE

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University life presents challenges that can negatively affect the health and wellbeing of students and staff. Resilience is critical to managing challenges and thus is increasingly viewed as important for university students, graduates and employees. To date research on resilience has tended to adopt a view of resilience as an individual issue with little consideration of the socio-cultural factors that influence an individual’s resilience. To address this gap a leadership program to enhance both staff resilience and their capacity to lead resilience enhancements for students from an ecological perspective was developed. The program, piloted in three universities across Australia, assisted staff in understanding the nature and importance of resilience, the contextual factors that impact on resilience and the leadership practices that help drive change in the higher education context. Both academic staff and professional staff involved in leading co-curricula student experiences participated in the two-day leadership program. This study, part of a broader program evaluation, adopted a mixed methods approach to investigate university staffs’ levels of distress, resilience, and leadership practices. Pre- and post-intervention survey data indicated the program was positively received and most participants felt confident to lead curricula and co-curricula changes to enhance resilience within their work context. Implications for university educators, researchers and leaders are discussed.

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Coping Styles, Social Support, Relational Self-Construal, and Resilience in Predicting Students’ Adjustment to University Life

Cited by 55 publications

References 48 publications

Social Support And Adjustment To University Life In Ecuadorian Students

Social Support And Adjustment To University Life In Ecuadorian Students

Psychometric properties of the Portuguese version of the Relational Interdependent Self –Construal scale

Evaluation of a leadership development program to enhance university staff and student resilience

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