Personal and Socio-Cultural Orientations in Relation to the Academic Achievement of Indigenous College Students in the Metropolis: Basis for a Responsive Guidance Program 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Indigenous College Student -- Indigenous College Student - Academic Performance -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | LG221.Q4A1.T736t (Browse shelf) | Available | PER 1496PS |
ABSTRACT : This study focused on the personal and socio-cultural orientations in relation to the academic achievement of indigenous college students from the Cordillera Administrative Region (CAR), who temporarily transferred to the Metropolis to obtain a college degree. Personal orientations dealt with the students' self-concept and adjustment while socio-cultural orientations covered their social acceptability and values. On one hand, self-concept consisted of five areas: self-identity, self-esteem, self-image, social-self and family-self while adjustment involved three aspects: educational, social and emotional. On the other hand, social acceptability included three settings: school, social gatherings and community while value orientations comprised family solidarity, respect for tradition, economic security, authoritarianism and social acceptance. The students' levels of personal and socio-cultural orientations as these relate to their academic achievement were identified and analyzed. The results of this study bared the basis for planning and designing a responsive guidance program geared at accelerating the indigenous college students' academic performance. Programs and activities for enhancing their adjustment: educational, social, and emotional as well as their social acceptability: in school, in social gatherings, and in the community were clearly identified. 56
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