Adjusting to college life immediate

Adjusting to college life immediately after school becomes a
difficult transition for many students. The decision to go to college
depends on many reasons. It can be for higher education, earning a
degree, increasing knowledge or personal growth. Going to college
gives a chance to the students to learn new things, meet new people,
to deal effectively with new experiences and challenges which
eventually help them in their personal growth and development.
According to Arkoff (1968), the definition of college adjustment
reflects on how much an individual achieves through it and its effect
on his personal growth. In terms of how adjusted he is also depends
on his capability of getting grades and eventually achieving the
degree.Tinto(1993) has proposed three stages that students move
through from school to college i.e. separation, transition and
incorporation. According to Astin’s (1999) theory of involvement, a
highly involved student is one who, for example, devotes
considerable energy to studying, spends much time on campus,
participates actively in student organizations, and interacts
frequently with faculty members and other students. Adjustment
difficulties arise from the differences between the expectations of
the students and realities of collegelife. The nature of students
expectations about university, and their relation with adjustment in
university, were examined in a longitudinal investigation by
(Jackson, Pancer, Pratt, & Hunsberger, 2000) . Students whose
expectations were fearful reported more stress, depression, and
poorer university adjustment than sstudents with other types of
expectations, particularly prepared. Also Mohan (1992) asserts that

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Menyesuaikan diri dengan kehidupan kampus segera setelah sekolahtransisi yang sulit bagi banyak siswa. Keputusan untuk pergi ke perguruan tinggitergantung pada berbagai alasan. Hal ini dapat untuk pendidikan tinggi, penghasilanderajat, meningkatkan pengetahuan atau pertumbuhan pribadi. Pergi ke perguruan tinggimemberikan kesempatan kepada mahasiswa untuk belajar hal baru, bertemu orang baru,untuk secara efektif menangani pengalaman baru dan tantangan yangakhirnya membantu mereka dalam pertumbuhan pribadi dan pengembangan.Menurut Arkoff (1968), definisi dari perguruan tinggi penyesuaianmencerminkan pada berapa banyak seorang individu mencapai melalui itu dan efeknyapada pertumbuhan pribadi. Dalam hal bagaimana disesuaikan dia adalah juga tergantungpada kemampuan-nya untuk mendapatkan nilai dan akhirnya mencapaiderajat. Tinto(1993) telah diusulkan tiga tahap bahwa siswa pindahmelalui dari sekolah ke college yaitu pemisahan, transisi danpenggabungan. Menurut teori Astin's (1999) keterlibatan,Siswa sangat terlibat adalah orang yang, misalnya, mencurahkancukup energi untuk belajar, menghabiskan banyak waktu di kampus,berpartisipasi aktif dalam organisasi siswa, dan berinteraksisering dengan anggota fakultas dan siswa lain. Penyesuaiankesulitan timbul dari perbedaan antara harapansiswa dan realitas collegelife. Sifat siswaharapan tentang Universitas, dan hubungan mereka dengan penyesuaian dalamUniversitas, diperiksa dalam penyelidikan longitudinal oleh(Jackson, Pancer, Pratt, & Hunsberger, 2000). Siswa yangharapan yang mengerikan dilaporkan lebih stres, depresi, danmiskin penyesuaian Universitas daripada sstudents dengan jenis lain dariharapan, terutama disiapkan. Juga Mohan (1992) menegaskan bahwa