Sison, Lovelyn P. 4 0
Students' conditions, social-personal adjustment and trait patterns relative to academic performance / 6 6 Lovelyn P. Sison. - - - xii, 101 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2008.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Psychology.
5
ABSTRACT: The present study aimed to determine the students conditions, social-personal adjustment and trait patterns relative to academic performance of first year students enrolled in different colleges at Adamson University, S.Y. 2007-2008. The respondents in this study were 372 newly enrolled first year college students. The foreign standardized tests, California Test of Personality (CTP) was used to determine the social-personal adjustment patterns of the students, while the 16PF 5th edition Questionnaire was administered to assess their personality traits in the 5 global factors, namely: Extraversion, Anxiety, Tough-Mindedness, Independence and Self-Control. This study used the descriptive-correlational type of research while the SPSS Version 12 was used to get the frequency count and percentage of the students conditions in terms of age, location of residence, type of residence and type of college enrolled, as well as the social-personal adjustment and trait patterns and academic performance was applied to determine the significant relationship between the academic performance and social-personal adjustment and trait patterns of the respondents. The findings of this study revealed that the respondents were young adolescents, mostly ages 16 years old below and were presently living in the urban areas with their families. Being new in the college environment, many of the freshmen students have social and personal adjustment difficulties; however, they can modify their traits and behavior to be able to adapt with the different life's demands and challenges. They have also average academic performance, as indicated by the Semestral Grades Average (SGA), suggesting that despite the difficulties at school, they can still comply with course requirements. The location where the students live or the kind of course they were taking contributed in the success or failure in their college transition. Likewise, results indicated that young adolescents were more receptive and open to changes than those of older age bracket. Urban residents were also people-oriented and less anxious than those from the rural areas. In addition, first year students who were enrolled in a course that fitted their conditions were more capable of exhibiting proper traits according to the situations they were into. Findings further suggested that social-personal adjustment and trait patterns such as global factors Extraversion, Anxiety, Tough-Mindedness and Independence were relative to academic performance. Students who were socially participating, receptive, assertive, less anxious and were able to socially and personally adjust despite the difficulties they were facing, were more able to perform well academically.
5
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Students' conditions, social-personal adjustment and trait patterns relative to academic performance / 6 6 Lovelyn P. Sison. - - - xii, 101 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2008.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Psychology.
5
ABSTRACT: The present study aimed to determine the students conditions, social-personal adjustment and trait patterns relative to academic performance of first year students enrolled in different colleges at Adamson University, S.Y. 2007-2008. The respondents in this study were 372 newly enrolled first year college students. The foreign standardized tests, California Test of Personality (CTP) was used to determine the social-personal adjustment patterns of the students, while the 16PF 5th edition Questionnaire was administered to assess their personality traits in the 5 global factors, namely: Extraversion, Anxiety, Tough-Mindedness, Independence and Self-Control. This study used the descriptive-correlational type of research while the SPSS Version 12 was used to get the frequency count and percentage of the students conditions in terms of age, location of residence, type of residence and type of college enrolled, as well as the social-personal adjustment and trait patterns and academic performance was applied to determine the significant relationship between the academic performance and social-personal adjustment and trait patterns of the respondents. The findings of this study revealed that the respondents were young adolescents, mostly ages 16 years old below and were presently living in the urban areas with their families. Being new in the college environment, many of the freshmen students have social and personal adjustment difficulties; however, they can modify their traits and behavior to be able to adapt with the different life's demands and challenges. They have also average academic performance, as indicated by the Semestral Grades Average (SGA), suggesting that despite the difficulties at school, they can still comply with course requirements. The location where the students live or the kind of course they were taking contributed in the success or failure in their college transition. Likewise, results indicated that young adolescents were more receptive and open to changes than those of older age bracket. Urban residents were also people-oriented and less anxious than those from the rural areas. In addition, first year students who were enrolled in a course that fitted their conditions were more capable of exhibiting proper traits according to the situations they were into. Findings further suggested that social-personal adjustment and trait patterns such as global factors Extraversion, Anxiety, Tough-Mindedness and Independence were relative to academic performance. Students who were socially participating, receptive, assertive, less anxious and were able to socially and personally adjust despite the difficulties they were facing, were more able to perform well academically.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/