Assessing Adjustment Problems Amongst First Year College Students
Assessing Adjustment Problems of a First Year College
Students of St. Jude College-Manila Academic Year 2014-2015
By:
Bareja, Preziah
Mendoza, Rynalyn
Pascual, Abegail
Quilicot, Geselle
Regucera, Czaryah
Talon, Micaela
2014-2015
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Attending college is one of the first major life transitions for many young adults. Some students are excited to take on the new experiences of campus life, while others feel apprehensive about making this change. Freshmen year in college is usually a stressful time for social and academic adjustment. Adjustment to college will also vary depending on the size and mission, like research intensive versus teaching intensive; affiliation, like religiously affiliated institutions; and control, like public versus private of the institution in question (Bernacle, & Cheunarrom, 2000; Lubker & Etzl, 2007). Furthermore, first-year transition can be filled with emotional stressors such as loneliness, home sickness, grief, confusion and uncertainty (Tuna, 2009; Moore, 2006; Dennis, Phinney, & Chuateco, 2005 ) all related to break from their primary attachment figures-parents and or other loved ones.
Secondary graduate students move to one place to another to pursue their tertiary level education. And they commonly face unfamiliar experiences and academic environment; this is a very stressful event with the students because of the new responsibilities and changes they may experience. College environment is mainly characterized by almost homogenous ability groups, high competitive situations, strict grading systems, poor teacher-student relationships, and the need to make important decisions on the part of the individual learner (Yalew, 2003). And Fischer (2009) argued that academic and social conditions in higher learning induce anxiety, a sense of incapability and feeling of inferiority for many students.
College level academic activities are different in
Students of St. Jude College-Manila Academic Year 2014-2015
By:
Bareja, Preziah
Mendoza, Rynalyn
Pascual, Abegail
Quilicot, Geselle
Regucera, Czaryah
Talon, Micaela
2014-2015
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Attending college is one of the first major life transitions for many young adults. Some students are excited to take on the new experiences of campus life, while others feel apprehensive about making this change. Freshmen year in college is usually a stressful time for social and academic adjustment. Adjustment to college will also vary depending on the size and mission, like research intensive versus teaching intensive; affiliation, like religiously affiliated institutions; and control, like public versus private of the institution in question (Bernacle, & Cheunarrom, 2000; Lubker & Etzl, 2007). Furthermore, first-year transition can be filled with emotional stressors such as loneliness, home sickness, grief, confusion and uncertainty (Tuna, 2009; Moore, 2006; Dennis, Phinney, & Chuateco, 2005 ) all related to break from their primary attachment figures-parents and or other loved ones.
Secondary graduate students move to one place to another to pursue their tertiary level education. And they commonly face unfamiliar experiences and academic environment; this is a very stressful event with the students because of the new responsibilities and changes they may experience. College environment is mainly characterized by almost homogenous ability groups, high competitive situations, strict grading systems, poor teacher-student relationships, and the need to make important decisions on the part of the individual learner (Yalew, 2003). And Fischer (2009) argued that academic and social conditions in higher learning induce anxiety, a sense of incapability and feeling of inferiority for many students.
College level academic activities are different in