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Abstract
Tujuan kegiatan pengabdian ini adalah untuk mengoptimalkan adaptasi mahasiswa di tahun pertama perkuliahan untuk meraih keberhasilan studi. Metode pelaksanaan pengabdian ini dilaksanakan selama setengah hari (half day meeting), dimana terdapat tiga tema dari pemateri yang berbeda yaitu: pentingnya college adjustment pada mahasiswa; penguatan coping dan self efficacy sebagai mahasiswa; mengoptimalkan keterampilan dan relasi sosial di tahun pertama perkuliahan. Evaluasi dalam kegiatan pengabdian masyarakat ini dilakukan dengan melihat beberapa komponen, diantaranya keaktifan peserta, penilaian teknis kegiatan, instrumen The College Adjustment Test (CAT) instrumen untuk melihat sejauh mana mahasiswa mengalami berbagai pemikiran dan perasaan tentang kedatangan mereka di perguruan tinggi selama minggu-minggu pertama, dan survei sederhana untuk melihat bagaimana keputusan mahasiswa untuk melanjutkan pendidikan ke perguruan tinggi, keputusan dalam memilih universitas, dan terkait dengan penyesuaian dengan perguruan tinggi. Mahasiswa melalui keaktifannya mengikuti kegiatan menunjukkan minat yang besar untuk mampu mengembangkan strategi coping dan self efficacy, serta berupaya mengoptimalkan keterampilan dan relasi sosial sebagai mahasiswa untuk melakukan penyesuaian di tahun pertama perkuliahan.
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References
- Arnett, J. J. (2018). Emerging adulthood: The winding road from the late teens through the twenties (2nd ed.). New York, NY: Oxford.
- Astin, A. W. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco, CA: Jossey-Bass.
- Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31(2), 179–189.
- Baker, R. W., & Siryk, B. (1986). Exploratory Intervention With a Scale Measuring Adjustment to College. Journal of Counseling Psychology, 3(3), 31–38.
- Berk, L. E. (2018). Development Through the Lifespan. Britania Raya: Pearson.
- Borman, G.D., & Rachuba, L.T. (2001). Academis success among poor and minority students: An analysis of competing models of school effects. US: CRESPAR.
- Clinciu, A. I. (2013). Adaptation and Stress for the First Year University Students. Procedia - Social and Behavioral Sciences, 78, (718–722).
- Cruwys, T., Ng, N. W. K., Haslam, S. A., & Haslam, C. (2021). Identity Continuity Protects Academic Performance, Retention, and Life Satisfaction among International Students. Applied Psychology: an International Review, 70(3), 931– 954.
- Mattanah, J. F. (2016). College Student Psychological Adjustment: Theory, Methods, and Statistical Trends. Amerika Serikat: Momentum Press.
- Murray, J.L., & Arnett, J.J. (2019). Emerging adulthood and higher education: A new student development paradigm. New York: Routledge, Taylor & Francis Group.
- Papalia, D. E., Olds, S. W., & Feldman, R. D. (2009). Human Development. Amerika Serikat: McGraw-Hill.
- Pascarella, E.T., & Terenzini, P.T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theoretical model. The Journal of Higher Education, 51(1), 60.
- Paulsen, M.B. (2013). Higher education: Handbook of Theory and Research. USA: Springer.
- Pennebaker, J.W., Colder, M., & Sharp, L.K. (1990). Accelerating the coping process. Journal of Personality and Social Psychology, 58, 528-537.
- Rodrıguez, M. S., Tinajero, C., & Páramo, M. F. (2017). Pre-entry characteristics, perceived social support, adjustment and academic achievement in first-year spanish university students: A path model. The Journal of Psychology, 151(8), 722–738.
- Santrock, J. W. (2019). Life-Span Development. Amerika Serikat: McGraw-Hill.
- Schartner, A., & Young, T.J. (2020). Intercultural transitions in higher education: international student adjustment and adaptation. Edinburg: Edinburgh University Press.
- Sharma, B. (2012). Adjustment and Emotional MaturityAmong First Year College Students, Pakistan Journal of Social and Clinical Psychology, 10(2): 32-37.
- Strayhorn, T.L. (2018). College students’ sense of belonging: A key to educational success for all students. New York, NY: Routledge.
- Taylor, G., & Ali, N. (2017). Learning and Living Overseas: Exploring Factors That Influence Meaningful Learning and Assimilation: How International Students Adjust to Studying in the UK from a Socio-Cultural Perspective. Education Sciences, 7(1), 35-48.
- Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. 2nd ed. Chicago: University of Chicago Press.
- Venezia, A., Callan, P. M., Finney, J. E., Kirst, M. W., and Usdan, M. D. (2005). The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. San Jose, CA: The Institute for Educational Leadership, the National Center for Public Policy and Higher Education, and the Stanford Institute for Higher Education Research.
References
Arnett, J. J. (2018). Emerging adulthood: The winding road from the late teens through the twenties (2nd ed.). New York, NY: Oxford.
Astin, A. W. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco, CA: Jossey-Bass.
Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31(2), 179–189.
Baker, R. W., & Siryk, B. (1986). Exploratory Intervention With a Scale Measuring Adjustment to College. Journal of Counseling Psychology, 3(3), 31–38.
Berk, L. E. (2018). Development Through the Lifespan. Britania Raya: Pearson.
Borman, G.D., & Rachuba, L.T. (2001). Academis success among poor and minority students: An analysis of competing models of school effects. US: CRESPAR.
Clinciu, A. I. (2013). Adaptation and Stress for the First Year University Students. Procedia - Social and Behavioral Sciences, 78, (718–722).
Cruwys, T., Ng, N. W. K., Haslam, S. A., & Haslam, C. (2021). Identity Continuity Protects Academic Performance, Retention, and Life Satisfaction among International Students. Applied Psychology: an International Review, 70(3), 931– 954.
Mattanah, J. F. (2016). College Student Psychological Adjustment: Theory, Methods, and Statistical Trends. Amerika Serikat: Momentum Press.
Murray, J.L., & Arnett, J.J. (2019). Emerging adulthood and higher education: A new student development paradigm. New York: Routledge, Taylor & Francis Group.
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2009). Human Development. Amerika Serikat: McGraw-Hill.
Pascarella, E.T., & Terenzini, P.T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theoretical model. The Journal of Higher Education, 51(1), 60.
Paulsen, M.B. (2013). Higher education: Handbook of Theory and Research. USA: Springer.
Pennebaker, J.W., Colder, M., & Sharp, L.K. (1990). Accelerating the coping process. Journal of Personality and Social Psychology, 58, 528-537.
Rodrıguez, M. S., Tinajero, C., & Páramo, M. F. (2017). Pre-entry characteristics, perceived social support, adjustment and academic achievement in first-year spanish university students: A path model. The Journal of Psychology, 151(8), 722–738.
Santrock, J. W. (2019). Life-Span Development. Amerika Serikat: McGraw-Hill.
Schartner, A., & Young, T.J. (2020). Intercultural transitions in higher education: international student adjustment and adaptation. Edinburg: Edinburgh University Press.
Sharma, B. (2012). Adjustment and Emotional MaturityAmong First Year College Students, Pakistan Journal of Social and Clinical Psychology, 10(2): 32-37.
Strayhorn, T.L. (2018). College students’ sense of belonging: A key to educational success for all students. New York, NY: Routledge.
Taylor, G., & Ali, N. (2017). Learning and Living Overseas: Exploring Factors That Influence Meaningful Learning and Assimilation: How International Students Adjust to Studying in the UK from a Socio-Cultural Perspective. Education Sciences, 7(1), 35-48.
Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. 2nd ed. Chicago: University of Chicago Press.
Venezia, A., Callan, P. M., Finney, J. E., Kirst, M. W., and Usdan, M. D. (2005). The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. San Jose, CA: The Institute for Educational Leadership, the National Center for Public Policy and Higher Education, and the Stanford Institute for Higher Education Research.