ATTENTION:
BEFORE YOU READ THE CHAPTER ONE
OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
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
Gerdes 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.
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT
MATERIAL(S)
After paying the appropriate
amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1)
Your project topics
(2)
Email Address
(3)
Payment Name
(4)
Teller Number
We
will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 0046579864
Bank:
GTBank.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment