Students’ peer relationships and their contribution to university adjustment: the need to belong in the university community

Maunder, Rachel

doi:10.1080/0309877x.2017.1311996

Cited by 104 publications

(74 citation statements)

References 33 publications

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“…First-year undergraduates who reported high levels of peer attachment also reported significantly higher levels of university adjustment. The findings were consistent with previous studies (Maunder, 2017;Wider et al, 2017).…”

Section: Discussionsupporting

confidence: 94%

“…A number of studies (Hutchison, 2002;Wilkinson, 2010;Ahn & Lee, 2016;Wider et al, 2017) have shown that peer attachment positively contributes to a greater level of university adjustment. A recent study indicated that students who reported a high level of peer attachment significantly predicted a higher level of university adjustment, while students who reported poor relationships had lower levels of university adjustment (Maunder, 2017). Students who demonstrate attachment to peers tend to build up trust and have good communication with friends; thus, it can assist them in developing a sense of belonging in their new social circles and adapting to challenges in their new environment.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Parental and Peer Attachment on University Adjustment among First-Year Undergraduate Students

Gan¹,

Cheah²,

Chen³

et al. 2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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Entering university is a life transition for young adults who have to relocate away from their homes as well as deal with a wide range of problems and challenges in their new environment. This is especially the case for first-year undergraduate students. Past studies have found that perceived attachment to parents and peers primarily contributed to a successful transition among young adults enrolling in universities. Parental attachment provides a foundation for positive social relationships at university while social support from peers can help freshmen to quickly adapt to their new environment. Survey data using a purposive sampling technique were collected from 267 freshmen (average age = 20.81 years; 62.5% females) from four top public universities in Malaysia. First-year students who reported a higher level of parental attachment experienced a lower level of adjustment to university. This study also revealed that a higher level of peer attachment contributed to a greater level of adjustment to university. The results showed that peer attachment is the stronger predictor for university adjustment than parental attachment. The findings provided insights to interested parties such as policy makers in educational institutions in order to develop a better learning climate such as peer interactions or peer teaching programs to assist first-year students in making successful transitions to their life at university.

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Section: Discussionsupporting

confidence: 94%

Section: Introductionmentioning

confidence: 99%

The Effects of Parental and Peer Attachment on University Adjustment among First-Year Undergraduate Students

Gan¹,

Cheah²,

Chen³

et al. 2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

View full text Add to dashboard Cite

show abstract

“…The results showed the strongest association between the variables peers' support and social adjustment; Studies like those of Maunder (2017) and Matsushima (2016) corroborate this data because it mentions that students who showed greater and better relationships with their peers, present a better adjustment to university life.…”

Section: Discussionsupporting

confidence: 54%

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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“…These findings confirm the need for compatible friends and supportive living arrangements for basic needs and emotional well‐being, which was also discovered in the Wilcox et al . () and Maunder () studies. The importance of community involvement for student learning and achievement (Masino and Niño‐Zarazúa, ) is also critical in the Lao context.…”

Section: Findings: the Importance Of Cultural And Social Capital In Ementioning

confidence: 97%

The critical need for reciprocity between educational migrants and communities for continuing education and socio‐cultural capital in Laos

Langill

Willis

2019

Asia Pacific Viewpoint

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Reciprocity between student success and community support has emerged as a strong theme in a phenomenological case study that was conducted amongst post‐primary educational migrant students1 in Laos. Students clearly articulated their dependence upon community support and the ways in which they gave back to their communities in exchange for their continuing education. The descriptions of their experiences were indicative of hierarchical interdependence and highlighted the effects of urbanisation on educational migrants and their lifelong learning. This study draws on Bourdieu's capital theory to understand community and reciprocity as indicators of cultural and social capital. Findings revealed that building relationships between students and their communities is essential to advancing post‐primary education in Laos.

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Students’ peer relationships and their contribution to university adjustment: the need to belong in the university community

Cited by 104 publications

References 33 publications

The Effects of Parental and Peer Attachment on University Adjustment among First-Year Undergraduate Students

The Effects of Parental and Peer Attachment on University Adjustment among First-Year Undergraduate Students

Social Support And Adjustment To University Life In Ecuadorian Students

The critical need for reciprocity between educational migrants and communities for continuing education and socio‐cultural capital in Laos

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