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ACADEMIC ADJUSTMENT AND PSYCHOLOGICAL WELL-BEING AMONG STUDENTS IN AN INTERNATIONAL SCHOOL IN KUALA LUMPUR, MALAYSIA

ACADEMIC ADJUSTMENT AND PSYCHOLOGICAL WELL-BEING AMONG STUDENTS IN AN INTERNATIONAL SCHOOL IN KUALA LUMPUR, MALAYSIA,Turiman Suandi

ACADEMIC ADJUSTMENT AND PSYCHOLOGICAL WELL-BEING AMONG STUDENTS IN AN INTERNATIONAL SCHOOL IN KUALA LUMPUR, MALAYSIA  
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Kajian ini bertujuan untuk mengenal pasti penyesuaian pelajar luar negara dengan memberi penekanan spesifik terhadap pengaruh penyesuaian akademikdan kesejahteraan psikologi. Seramai 210 pelajar lelaki dan perempuan luar negara di sebuah sekoiah antarabangsa telah dikaji melalui borang soal-selidik. Majoriti daripada responden (93.7%) terdiri daripada pelajar yang telah menetap di Malaysia selama lebih dua tahun dan berumur di antara 11 hingga 17 tahun. Pelajar ini terdiri daripada pelajar sekolah rendah berumur 11-14 tahun dan pelajar sekolah menengah berumur 15-17 tahun. Instrumen kajian ini terdiri daripada 24 item yang menggunakan skala Likert 7-poin dengan nilai Cronbach alpha .93. Ini menunjukkan instrumen yang mengukur penyesuaian akademik dan kesejahteraan psikologi pelajar luar negara mempuyai kebolehpercayaan tinggi. Keputusan kajian menunjukkan terdapat perbezaan yang signifikan dalam skor min penyesuaian antara pelajar lelaki danperempuan (p = .037 yang kurang dari aras signifikan .05). Terdapat juga perbezaan penyesuaian yang signifikan di antara pelajar sekolah rendah dan sekolah menengah (p = .023). Kajian ini menitikberatkan isu penyesuaian akademik dan keadaan kesejahteraan psikologi dalam mempengaruhi tingkah laku pelajar luar negara di sekolah tempatan. A substantial body of evidence based on literature relating to student academic adjustment and psychological well-being indicates that educational attainment is positively related to psychological well-being, although the magnitude of education's effects appears to be slight, if statistically significant (Pascarella, Terenzini, & Feldman, 1991). The use of the term psychological well-being in the development of legally mandated regulation has created concern and controversy (National Academies Press, 1998). Some have tried to argue that psychological well-being is a function of individual performance and therefore cannot be defined broadly. Still others have suggested replacing well-being with such terms as environmental enrichment (Aycan & Berry, 1996; National Academies Press, 1998). As for the same 'adjustment', Mcllroy, Bunting, and Adamson (2000), Youngman (1979), Lazarus (1993), Rendon (1995), Saljo and Wyndhamn (1990) and Corsini (1999) defined it as the psychological process through which people manage and cope with the demands and challenges of everyday life. In other words, adjustment is the final stage when complete or full recovery is attained. For example, Seipp (1991) pointed
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