Literaturnachweis - Detailanzeige
Autor/inn/en | Turki, Fared Jdaitawi; Jdaitawi, Malek; Sheta, Hani |
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Titel | Fostering Positive Adjustment Behaviour: Social Connectedness, Achievement Motivation and Emotional-Social Learning among Male and Female University Students |
Quelle | In: Active Learning in Higher Education, 19 (2018) 2, S.145-158 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1469-7874 |
DOI | 10.1177/1469787417731202 |
Schlagwörter | Foreign Countries; Undergraduate Students; Student Adjustment; Interpersonal Competence; Student Motivation; Emotional Development; Social Development; Gender Differences; Academic Achievement; Likert Scales; Emotional Intelligence; Multivariate Analysis; Predictor Variables; Statistical Analysis; Student Surveys; Saudi Arabia Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Interpersonale Kompetenz; Schulische Motivation; Gefühlsbildung; Soziale Entwicklung; Geschlechterkonflikt; Schulleistung; Likert-Skala; Emotionale Intelligenz; Multivariate Analyse; Prädiktor; Statistische Analyse; Schülerbefragung; Saudi-Arabien |
Abstract | Although some attention has been given to student issues at university, the literature on the relationship between social connectedness, achievement motivation and emotional-social learning with student adjustment is relatively limited. Therefore, this study investigates the impact of social connectedness, achievement motivation and emotional-social learning upon the adjustment of students in a university context. In addition, this study looks into the differences in achievement motivation and emotional-social learning levels between the genders. The sample comprised 240 university students, both male and female. According to the findings, the relationship between the study variables does not significantly differ between genders. Emotional-social learning is significant in terms of predicting the adjustment. Furthermore, gender differences were noted in terms of emotional-social learning levels, but not in terms of achievement motivation and social connectedness. The study explores implications of the significance of emotional-social learning in the university environment and makes recommendations in light of these implications. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |