Literaturnachweis - Detailanzeige
Autor/inn/en | Yau, Hon Keung; Sun, Hongyi; Cheng, Alison Lai Fong |
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Titel | Adjusting to University: The Hong Kong Experience |
Quelle | In: Journal of Higher Education Policy and Management, 34 (2012) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-080X |
DOI | 10.1080/1360080X.2012.642328 |
Schlagwörter | Student Attitudes; Student Adjustment; Social Adjustment; Foreign Countries; Student Surveys; Academic Achievement; Psychological Needs; Emotional Adjustment; Achievement Need; Schematic Studies; Transitional Programs; Questionnaires; Likert Scales; Correlation; Hypothesis Testing; Student Experience; Hong Kong |
Abstract | Students' adjustment to the university environment is an important factor in predicting university outcomes and is crucial to their future achievements. University support to students' transition to university life can be divided into three dimensions: academic adjustment, social adjustment and psychological adjustment. However, these relationships have not been studied simultaneously in previous studies. The purpose of this study is to examine the students' perception on the relationships between two of the three dimensions. The study is based on a survey of 265 students from five Hong Kong universities. The findings show that students perceive that (1) social adjustment has a positive impact on academic adjustment; (2) psychological adjustment has a positive impact on academic adjustment; and (3) social adjustment has a positive impact on psychological adjustment. The implications are explored and discussed. (Contains 3 tables and 1 figure.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |