Research On Adjustment To College Of Undergraduates In China

University stage is of crucial importance to students’ growth, to a large extent,whether the students can adjust to college life well determines how far they can go in college. Adjustment to college not only affects how much they can learn in university, but also influences their physical and mental health. Thus, it’s of great significance to gain deep insight on the essence of adjustment to college and sort out the basic state of adjustment to college in China, analyze factors which affect adjustment to college and the way of how these factors influence them, which will finally improve the standards of adjustment to college. Relying on the database of NCSS, through questionnaire survey and semi-structured interview, the research aimed to interpret the characteristics and the process of adjustment to college in China, focusing on the influences of college stress and college activity to adjustment to college, so as to put forward suggestions for the improvement of adjustment level to college in our country. On the basis of interview and questionnaire analysis, the following several main conclusions were draw:Firstly, the system of adjustment to college is characterized by its multidimensional structure and imbalanced dimensions.adjustment to college is composed of academic adjustment, peer relationship adjustment, somatopsychic adjustment, institutional adjustment and the employment confidence. When interviewing students, we found there was collaborative development between some certain dimensions, however, by the differential effect test on the questionnaires part, we confirmed the differences between the five dimensions, namely the five dimensions are necessary to exist independently, five dimensions completely come to adjustment which serves as the standards to judge whether students adapt to their school. In terms of the balance of dimension of adjustment to college, different students come across difficulties in different dimensions. Among all the five dimensions, students find peer relationship adjustment most easy, while academic adjustment and employment confidence are the most difficult for them, which shows that learning and employment are the biggest challenge for the students in university.Secondly, the process of college students to adjust to campus environment takes on an obvious dynamic process with different characteristics in different phases. The U theory of culture adjustment is suitable for the analysis of process of adjustment to college, and it divide the process of adjustment to college into four stages, respectively are honeymoon stage, cultural shock stage, adjustment stage and mastery stage, which are all distinct from others. On stage division, attention should be paid to distinguish the characteristics between honeymoon stage and mastery stage for students who are in these two stages will not find adjustment difficulties, and the most fundamental basis to differentiate the two stages is on the student’s engagement with the campus life and whether they feel about the negative impact from college stress and college activities; on the shock stage, students are mainly featured by their negative attitude toward campus life, and they have difficulties in all the five dimensions of adjustment to college, so whether they try to make positive change about their current situation is the key for students to enter the adjustment stage; in the adjustment stage, students may feel that they can’t adjust to some dimensions strongly, but fortunately they hold a more positive attitude on solving the problem.Thirdly, the influence of personal background variables on adjustment to college shows different characteristics in different dimensions. In terms of gender, in addition to the employment confidence, the feeling of girls are better than boys in other dimensions; in urban and rural areas, students from rural areas feel better than those who are from the city in academic adjustment and peer relationship adjustment, while the students from city feel better in employment confidence; in the respect of whether they have brothers or sisters, the students who are the only child at home feel better than the students with siblings in the employment confidence; in terms of types of institutions, college students from211university feel worse in the dimensions of academic adjustment, peer relationship adjustment and institutional adjustment; in the grade, the feeling of sophomore is the worst in academic adjustment, institutional adjustment, somatopsychic adjustment and employment confidence; in the aspect of subject, the feeling of science students is the worst in all the five dimensions.Fourthly, college stress and college activities have a direct effect on adjustment to college. Both four kinds of college stress and three dimensions of college activities have the unique matching relation with adjustment to college, and differ from the influence of different dimensions, the closest dimension of adjustment to college with learning stress、 competition stress、interpersonal stress and economic stress in turn are somatopsychic adjustment、institutional adjustment、peer relationship adjustment and employment confidence; academic adjustment and institutional adjustment are the closest dimensions to teaching recognition and interaction between teacher and students as well as involvement in extracurricular activities. Except that the improvement of involvement in extracurricular activities can improve the level of five dimensions of adjustment to college, other dimensions of college stress and college activities have a both restraining and stimulative effect on adjustment to college. So, not all types of college stress have negative influence on adjustment to college, the specific kind of college stress is the motivation of improving the level of adjustment to college. The improvement of the recognition of the college activities unnecessarily enhance the level of adjustment to college, therefore we ought to analyze the organizational form of the college activities thoroughly; for the different stages of adjustment to college, college stress mainly have an influence upon adjustment to college during cultural shock stage and adjustment stage, college stress is the important reason which leads the students to cultural shock stage. Once in adjustment stage, the effect of a part of stress will turn to positive from negative, but adjustment to college gives priority to the negative effect, and college activities mainly have the positive effect on adjustment to college during the honeymoon stage and adjustment stage, however it has a negative effect during the cultural shock stage.Fifth, college activities have an obvious intermediary effect between college stress and adjustment to college. College activities primarily have part intermediary effect between the college stress and adjustment to college, that is to say college stress will directly affect adjustment to college in some way. However we find that some types of stress can entirely dispel the direct effect of adjustment to college through college activities, for example, college activities have an entire intermediary effect on competition stress and academic adjustment.competition stress won’t directly affect academic adjustment under the effect of college activities; the intermediary effect of college activities only come into force in the relationship of the specific college stress and adjustment to college, in other words, we need to analyze the concrete routine of the intermediary effect of the college activities, unable to make some sweeping generalizations; college stress has two sides to the influence of adjustment to college. We find that some routine’s indirect and direct effect are in the opposite in regard to the influence which college stress has on adjustment to college during the research, it belongs to "Inconsistent intermediary effect". It is clear that we should regard the "college stress-college activities-adjustment to college" as a complex system and then analyze it; for the different stages of adjustment to college, the intermediary effect of college activities mainly play a role in the shock stage and adjustment stage. When the students are in the shock stage, college stress has a negative influence on college activities through the students’ self perception and then lower the level of adjustment to college, when the students are in the adjustment stage, they deal with the negative effect of college stress actively, and finally enhance the level of adjustment to college through participating in college activities.According to the conclusions above, the research makes suggestions about improving adjustment to college from the following four ways which are "students’ self-adjustment"、"teachers’ correct teaching concept"、" improving the platform of college activities" and "researching adjustment to college further more".