Overview of College Adjustment on Migrant Students

Abstract

As their age development demands, immigrant students already have the resources, namely adequate cognitive abilities. This refers to the ability to have a mature mindset and adequate ability to explore the environment so that it is expected to be able to adapt to academic challenges during the lecture transition period as a first-year student. However, overseas students are also faced with various obstacles in adapting to their environment, which then contributed to the following years during the lecture process. This study aimed to determine the description of self-adjustment in immigrant and non-emigrant students. This research is a descriptive quantitative method using inconvenience sampling with 105 respondents. The data collection process used a Student Adaptation to College Questionnaire (SACQ) scale and several open-ended questions. The results showed that college adjustment for non-immigrant students is in a low category while immigrant students are in the medium category. Non-immigrant students with social adjustment get a low score, and immigrant student institution attachment gets low. Students of immigrant and non-immigrant both have a high score on personal-emotional adjustment.