DRAWING PREDICTIVE DETERMINANTS OF COLLEGE ADJUSTMENT: PERSPECTIVES FROM TWO PRIVATE SECTARIAN COLLEGIATE INSTITUTIONS
Bibliographic record
Abstract
ABSTRACTThe paper describes the relationship among Big five personality factors, paternal parenting style and career preference to college adjustment of selected Filipino college freshmen. Two hundred college students (n=200) who were part of the larger population of individuals aged from 15 to 23 at two sectarian private institutions in Metro Manila were selected and asked to answer Big Five Inventory (BFI), Parental Authority Questionnaire (PAQ) and College Adjustment Test (CAT). The study employed a descriptive-predictive research design to measure the degree of correlation among such variables and to identify if what among these independent variables can predict adjustment of the respondents to collegiate life. After subjecting data into statistical analyses via SPSS 17.0 software, it was revealed that college adjustment is significantly associated with gender (n=.14, pKeywords: Big five personality factors, career preference, paternal parenting style, college adjustment.INTRODUCTION:Adjustment to college is a dynamic process of systematically employing one's innate resources in responding to the academic, social and psychological challenges. It comprises meeting new people and acquiring significant experiences. Academically speaking, first year in college presents wonderful opportunities to know different academic disciplines (Hartman & Stewart, 2006). Although the chance of getting a clearer picture of the intended fields of endeavor appeared to be very promising (Abdullah et al., 2009; Nuthanap, 2007), the difference between high school and collegiate niche might predispose college freshmen to experience a lot of changes that can lead to problems. Consequently, there are many students who are unable to complete their studies. In relation to this, a study conducted by Wintre and Bowers (2007) on the persistence to graduate amongst 944 undergraduate students in a Canadian university reported that within six years, 57.9% of the students had graduated, 9% remained enrolled, and 33.1% were neither enrolled nor graduated which can be attributed to variety of factors that are suggestive of one's coping capabilities. Additionally, Smith and Renk (2007) have found out that the combination of many stressors of university life, such as planning for the future, struggling with exams and assignments, coping with demands and challenging professors, deciding on a major, and transitioning into financial and emotional independence, can be an overwhelming experience for many students. Hence, almost all new students go through an adjustment phase upon entry to a university with each student varied in his or her own pace of development (Blimling & Miltenberger, cited in Dyson & Renk, 2006). As part of the university administrators' pursuit to ensure that the students' retention rate is adequate to sustain the vital academic and extracurricular functions of their respective institutions without compromising its commitment to quality education, determination of the factors that are imperative in predicting how well enrolled students can cope with the demands of academic community and implementation of career guidance programs that would address how students will be able to effectively cope with diverse academic requirements were enunciated to be common interventions that are employed by such institutions to diminish the number of students who are withdrawing from their classes (Toews & Yazedjian, 2007). …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".