Fostering Positive Adjustment Behaviour: Social Connectedness, Achievement Motivation and Emotional-Social Learning among Male and Female University Students

Autor/inn/en	Turki, Fared Jdaitawi; Jdaitawi, Malek; Sheta, Hani
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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