A STUDY ON THE EMOTIONAL MATURITY ON SCHOOL ADJUSTMENT OF FRESH UNDERGRADUATE STUDENTS
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A STUDY ON THE EMOTIONAL MATURITY ON SCHOOL ADJUSTMENT OF FRESH UNDERGRADUATE STUDENTS
A STUDY ON THE EMOTIONAL MATURITY ON SCHOOL ADJUSTMENT OF FRESH UNDERGRADUATE STUDENTS
CHAPTER ONE
INTRODUCTION
Background to the study
Transition from secondary school to the University is a complex process for almost all students.
Adjusting to college life immediately after school becomes a difficult transition for many students.
The
decision to go to University depends on many reasons. It can be for
higher education, earning a degree, increasing knowledge or personal
growth. Going to the University gives a chance to the students to learn
new things, meet new people, to deal effectively with new experiences
and challenges which eventually help them in their personal growth and
development.
Adjustment difficulties arise from the differences between the expectations of the students and realities of University life.
Students
whose expectations were fearful reported more stress, depression, and
poorer university adjustment than students with other types of
expectations, particularly prepared.
Adjustment to the University
involves a variety of demands differing in kind and degree and requiring
lot of coping responses or adjustments. It’s not only academics with
which the students are concerned; they are equally affected by the
social and emotional changes. The first year students have an increased
personal freedom where they have to make their own decisions and take
the responsibility to maintain balance between various newfound demands.
In college they are required to adjust to the new environment and to
work out their concerns directly with the teachers. As far as the
academic adjustment is concerned, students are expected to be
independent
learners in college where they need to adjust with the new academic
demands. It is different from what they experienced in school because
here they have to face more competition, deal with more academic load
and to maintain pace with other students in the class they need to
follow the different teaching styles.
For fresh students it is again
important to adjust themselves with the social climate of the
university. A major task for them is to learn to manage their feelings
and to express them appropriately.
According to Geredes and
Mallinckrodt (1994) who studied 155 freshmen, and found that personal
adjustment and integration into the social fabric of campus life play a
role at least as important as academic factors in student retention.
Pascarella
and Terenzini (1991) describe this transition as a "culture shock
involving significant social and psychological relearning in the face of
encounters with new ideas, new teachers and friends with quite varied
values and beliefs, new freedoms and opportunities, and new academic,
personal and social demands”.
According to Astin’s (1999) theory of
involvement, a highly involved student is one who, for example, devotes
considerable energy to studying, spends much time on campus,
participates actively in student organizations, and interacts frequently
with faculty members and other students.
Enochs and Roland (2006)
examined the relationship between living environment, gender, overall
adjustment to college and social adjustment in freshmen’s academic and
overall adjustments. The study found that boys had significantly higher
overall adjustment levels than girls regardless of living environment.
The
main purpose of education is the progress of physical, social activity,
emotion, and wisdom of student sustainability. The adequate education
makes good quality human resources for a rapidly developing country.
According to this reason, many countries have been trying to develop the
educational quality in the national policy and strategy to enhance
effective implementation. The student’s academic achievement problem is
not only occurring in Nigeria but it also in many countries around the
world. Some countries have been trying to solve this problem by
educational staff development, teaching processes, and parent and
community cooperation and some country have been looking backward to
student inner character by depicting causal relationship influencing to
academic achievement. The result of studies revealed some important
factor strongly related with academic achievement is “Emotional
Maturity” and “Self – confidence”.
Emotional maturity is a process in
which the personality is continuously striving for greater sense of
emotional health, both intra-physically and intrapersonal.
Emotional maturity can be understood in terms of ability of self-control which in turn is a result of thinking and learning.
Emotional
Maturity is a process in which the personality is continuously striving
for greater sense of emotional health both intra psychically and intra
personally. “An Emotional mature person is one who is able to keep a lid
on feelings. He can suffer in silence. He can bide his time in spite of
present discomfort. He is not subject to swing in mood, he is not
volatile. When he does express emotion, he does so with moderation,
decently and in good order”. Emotional maturity is the ability to bear
tension and it is the ability to develop high tolerance for disagree
circumstance.
Dosanjh (1956) says, ‘Emotional maturity means a
balanced personality. It means ability to govern disturbing emotions,
show steadiness and endurance under pressure and to be tolerant
and
free from neurotic tendencies’. Good (1981) has stated that emotional
maturity refers to emotional patterns of an adult who has progressed
through the inferior emotional stages characteristic of infancy,
childhood and adolescence and is not fit to deal successfully with
reality and in adult love relationship without under emotional strain.
Self-confidence is considered as one of the motivators and regulators of behavior in a
Individual’s
everyday life (Bandura, 1986). Self-confidence is a positive attitude
of oneself towards one’s self concept. In general terms,
“self-confidence refers to an individual’s perceived ability to act
effectively in a situation to overcome obstacles and to get things go
all right” (Basavanna 1975).
Self-confidence has been directly
connected to an individual's social network, the activities they
participate in, and what they hear about themselves from others.
Self-confidence has been linked to factors such as psychological health,
mattering to others, and both body image and physical health. On the
contrary, low self-esteem has been associated with the outcomes of
depression, health problems, and antisocial behavior. Usually,
adolescents of poor health will display low self-confidence.
During
adolescence, self-confidence is affected by age, race, ethnicity,
puberty, health, body height, body weight, body image, involvement in
physical activities, gender presentation, gender identity, and awakening
or discovery of sexuality. Self-confidence can vary and be observed in a
variety of dimensions. Components of one's social and academic life
affect self-esteem. An individual's self-confidence can vary in
different environments, such as at home or in school.
Many
researchers like Goswami (1980) Agnihotri (1987) and Kaur (1993) have
observed positive relationship between self-confidence and adjustment
There
is a paucity of research on assessing the adjustment processes of
students in universities in Nigeria. Not much work done on student
adjustment and related interventions. Deducing from above studies it has
found that entering to university is considered as a time full of
stress and strain many emotional and psychological issues are raised as a
result. Since pursuing university degree students put their major time,
energy and money into it, it is crucial to give proper attention to the
problems related to adjustment among freshmen students. A major
adjustment difficulty could mean an inability to graduate which in turn
can affect their future.
A STUDY ON THE EMOTIONAL MATURITY ON SCHOOL ADJUSTMENT OF FRESH UNDERGRADUATE STUDENTS
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Transition from secondary school to the University is a complex process for almost all students.
Adjusting to college life immediately after school becomes a difficult transition for many students.
The decision to go to University depends on many reasons. It can be for higher education, earning a degree, increasing knowledge or personal growth. Going to the University gives a chance to the students to learn new things, meet new people, to deal effectively with new experiences and challenges which eventually help them in their personal growth and development... education project topics
A STUDY ON THE EMOTIONAL MATURITY ON SCHOOL ADJUSTMENT OF FRESH UNDERGRADUATE STUDENTS