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The relationship between ego identity status and adjustment to college among local and international students of the International Islamic University Malaysia

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  1. Tez No: 402798
  2. Yazar: EBRU MORGÜL
  3. Danışmanlar: PROF. DR. NORAINI MOHD NOOR
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Halkla İlişkiler, İletişim Bilimleri, Education and Training, Public Relations, Communication Sciences
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2006
  8. Dil: İngilizce
  9. Üniversite: Internatıonal Islamıc Unıversıty Malaysıa
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: Belirtilmemiş.

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Özet (Çeviri)

This study examines the relationship between identity development and adjustment to university among students of the International Islamic University Malaysia (IIUM). It looks also at the difference between local and international students regarding their identity development and adjustment. Using convenient sampling, 116 local and 101 international students were selected as participants. They were asked to complete a questionnaire assessing their identity development, adjustment to college and psychological adjustment. It was hypothesized that: (a) Students who scored higher in committed statuses (achievement and foreclosure) would be better adjusted than those in non-committed statuses; (b) Local students were expected to score higher in the 'foreclosure' status while international students were expected to score higher in the 'moratorium' status; (c) Local students were expected to be better adjusted than international students; (d) No gender differences were expected on student's identity statuses and adjustment; and (e) Students in the later years of their study were expected to show better identity development (high in moratorium and adjustment) and better adjustment than students in the earlier years of their study. Correlation, hierarchical multiple regression and multiple variance analyses were conducted. Results revealed that progress in identity formation contributes for better academic adjustment and psychological adjustment. Results of MANOVA revealed that local students demonstrated better social adjustment while international students showed better psychological adjustment. The findings did not provide evidence for the contribution of both college experience and international experience on the identity formation. Implications of the findings and future research are highlighted.

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