The Relation Of Adjustment After Admission Of The Five-year Vocational Freshmen To General Self-efficacy And Social Support

The five-year higher educational Education, known as five-year length of schooling or five-year college education, was one of the major education form for students graduating from junior schools and receiving higher vocational education. It was an education model with the combination of secondary vocational education and higher education. The special properties of the education model, together with the characteristic of age of the students, required a research on the adaption situation upon enrollment. Whether the students could adjust themselves to the new situation naturally or not would, not only exert influences on their present mental and physical relationship with self-efficacy and social support, so as to provide theoretical for their adjustment education and guarantee the growth in a healthy way.Measuring scale for College Freshmen Admission Adjustment, Measuring scale for social Support, and Measuring scale for self-Efficacy were administered to six hundred freshmen in five-year vocational college randomly selected from three higher educational colleges in Nanyang, and all data were employed the SPSS statistic' software to investigate and analyze the whole situation and feature adjustment, self-efficacy and social support as well as the effect of self-efficacy and social support on adjustment after admission of the freshmen in five-year vocational college.The results of the research were as follows:1.The general adjustment after admission of five-year vocation freshmen varied greatly person to person in gender, source of students, whether single family and whether serving in students' Union. It showed imbalance and improper adjustment in some groups.2. The sense of self-efficacy differed significantly in gender, source of students, whether only child, whether single parent family, whether willing to study and whether serving in students' Union.3.The general social support and dimensions varied greatly in source of students, whether only child, whether single parent family, whether willing to study and whether serving in students' Union.4.Significant positive correlations existed between the score of adjustment after admission and dimensions and that of social support and dimensions; and Significant positive correlations existed between the gross score of adjustment after admission and dimensions and general self-efficacy; The gross score of social support and dimensions were in positive correlation with common self-efficacy.5.The regression analysis of the adjustment after admission and dimensions, based on the independent variables of social support dimensions, self-efficacy and demographic variable, showed that adjustment after admission was directly predicted by the social support, supporting availability, subjective support, objective support, whether serving in students' Union, self-efficacy and source of students.6.The relation model of Five-year vocational students' self-efficacy, social support and adjustment after admission showed that: self-efficacy, together with social support exerted the same influences directly on the adjustment after admission; social support acted on adjustment after admission directly and indirectly through the influence of self-efficacy.It is suggested that effective measures should be taken to promote the ability of adjustment after admission for five-year vocational students with the effort of the society, school, family and the students.