Optimization of family functions and parental support in improving student's academic adjustment ability

Authors

  • Fitriani Yustikasari Lubis Faculty of Psychology, Universitas Padjadjaran https://orcid.org/0000-0002-6919-1146
  • Shafia Islaha Faculty of Psychology, Universitas Padjadjaran
  • Witriani Witriani Faculty of Psychology, Universitas Padjadjaran
  • Puspita Adhi Kusuma Wijayanti Faculty of Psychology, Universitas Padjadjaran
  • Kayisa Zariayufa Faculty of Psychology, Universitas Padjadjaran
  • Dinda Oktavia Pradina Faculty of Psychology, Universitas Padjadjaran

DOI:

https://doi.org/10.26905/abdimas.v1i1.9054

Keywords:

Academic adjustment, Family function, Parental support

Abstract

Changes in learning patterns both before and after the COVID-19 Pandemic require students to have adjustment abilities. The ability of students to adjust academically in blended learning does require not only teachers' support at school but also the role of parents at home. Well-functioning family is also an important supporting environment for students to have an excellent academic adjustment. To assist parents in helping and guiding students in academics, a workshop for parents was carried out to optimize family functions and parental support in improving students' academic adjustment. A total of 15 parents of Junior High School 4 Jatinangor students participated in this activity. Participants were representatives' parents from grades 7 to 9 of junior high school. The results indicate an increase in parental understanding regarding the role of family functions and parental support for students' academic adjustment. Parents also responded well and were satisfied with the materials and activities.

Author Biographies

Fitriani Yustikasari Lubis, Faculty of Psychology, Universitas Padjadjaran

-

Shafia Islaha, Faculty of Psychology, Universitas Padjadjaran

-

Witriani Witriani, Faculty of Psychology, Universitas Padjadjaran

-

Puspita Adhi Kusuma Wijayanti, Faculty of Psychology, Universitas Padjadjaran

-

Kayisa Zariayufa, Faculty of Psychology, Universitas Padjadjaran

-

References

Anderson, J. R., Guan, Y., & Koc, Y. (2016). The academic adjustment scale: Measuring the adjustment of permanent resident or sojourner students. International Journal of Intercultural Relations, 54, 68-76. https://doi.org/10.1016/j.ijintrel.2016.07.006

Aspelmeier, J. E., Love, M. M., McGill, L. A., Elliott, A. N., & Pierce, T. W. (2012). Self-esteem, locus of control, college adjustment, and GPA among first-and continuing-generation students: A moderator model of generational status. Research in Higher Education, 53, 755-781. https://doi.org/10.1007/s11162-011-9252-1

Benito-Gomez M, Lee GY, McCurdy AL, Fletcher AC. (2021). "If I Hadn't Had that Support System, I Think I Would Have Dropped Out by Now": Parental support in college and its implications for student adjustment. Journal of Family Issues, 43(12), 3373-3394. https://doi.org/10.1177/0192513x211044490

Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.

Burke, T. J., Segrin, C., & Farris, K. L. (2018). Young adult and parent perceptions of facilitation: Associations with overparenting, family functioning, and student adjustment. Journal of Family Communication, 18(3), 233-247. https://doi.org/10.1080/15267431.2018.1467913

Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster family assessment device. Journal of marital and family therapy, 9(2), 171-180. https://doi.org/10.1111/j.1752-0606.1983.tb01497.x

Fayyaz, H. N., & Hashmi, K. (2022). Adolescence and academic well-being: Parents, teachers, and students’ perceptions. Journal of Education and Educational Development, 9(1). https://doi.org/10.22555/joeed.v9i1.475

Herman, T., & Fatimah, S. (2022). The Phenomenology of Indonesian Coastal Students: Are They Ready for Online Blended Learning? European Journal of Educational Research, 11(4), 2181-2194. https://doi.org/10.12973/eu-jer.11.4.2181

Lara, L., & Saracostti, M. (2019). Effect of parental involvement on children’s academic achievement in Chile. Frontiers in psychology, 10, 1464. https://doi.org/10.3389/fpsyg.2019.01464

Malecki, C. K, & Demary, M., K. (2002). Measuring perceived social support: Development of the child and adolescent social support scale (CASSS). Psychology in the Schools, 39(1), 1-18. https://doi.org/10.1002/pits.10004

Oluyemisi-Adeniji, E., & Mabekoje, S. (2019). Family Functioning and Adolescents’ Academic Engagement in Secondary Schools in Ogun State, Nigeria. International Journal of Behavioral Sciences, 13(2), 46-53.

Perez-Fuentes, M. D. C., Molero Jurado, M. D. M., Gazquez Linares, J. J., Oropesa Ruiz, N. F., Simon Marquez, M. D. M., & Saracostti, M. (2019). Parenting practices, life satisfaction, and the role of self-esteem in adolescents. International journal of environmental research and public health, 16(20), 4045. https://doi.org/10.3390/ijerph16204045

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher education, 63, 685-700. https://doi.org/10.1007/s10734-011-9468-1

Sanchez-Ruiz, M. J., El Khoury, J., Saadé, G., & Salkhanian, M. (2016). Non-cognitive variables and academic achievement: The role of general and academic self-efficacy and trait emotional intelligence. In Non-cognitive skills and factors in educational attainment (pp. 65-85). Brill.

Serna, C., & Martinez, I. (2019). Parental involvement as a protective factor in school adjustment among retained and promoted secondary students. Sustainability, 11(24), 7080. https://doi.org/10.3390/su11247080

Sunny, O., Rengma, S.S., & Saikia, J. (2017). A study on adjustment level of adolescents. International Journal Of Current Research, 9(2), 46415-46415.

Van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2017). First-year university students' academic success: the importance of academic adjustment. European Journal of Psychology of Education, 33(4), 749–767. https://doi.org/10.1007/s10212-017-0347-8

Weiser, D. A., & Riggio, H. R. (2010). Family background and academic achievement: Does self-efficacy mediate outcomes? Social Psychology of Education, 13, 367-383.

https://doi.org/10.1007/s11218-010-9115-1

Downloads

Published

2023-03-05

How to Cite

Lubis, F. Y., Islaha, S., Witriani, W., Wijayanti, P. A. K., Zariayufa, K., & Pradina, D. O. (2023). Optimization of family functions and parental support in improving student’s academic adjustment ability. Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang, 8(1), 208–217. https://doi.org/10.26905/abdimas.v1i1.9054

Issue

Vol. 8 No. 1 (2023): February 2023

Section

Social and Humaniora

License

Authors who publish with this journal agree to the following terms:

  1. Copyright of the published articles will be transferred to the journal as the publisher of the manuscripts. Therefore, the author confirms that the copyright has been managed by the journal.
  2. Publisher of Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang is University of Merdeka Malang.
  3. The copyright follows Creative Commons Attribution-ShareAlike License (CC BY SA): This license allows to share, copy, and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material, for any purpose, even commercially.