The present study examines the individual, family, and'social resources that influence the academic adjustment of Ethiopian students as compared to Israeli students. More specifically, the study examines the influence of sense of coherence, coping styles, family cohesion and adaptability, and social support on the academic adjustment of these two populations. Academic adjustment was measured using three dimensions: (a) the student's assessment of his competence and ability in learning; (b) the student's satisfaction in his. studies; and (c) the student's grade point average (GPA) during his first year in colkge(thiscomponentwas used only for the Ethiopian students). Forty-six Ethiopian and 46 matched Israeli students participated in the study. Results indicate that there are significant differences between the two populations that influence their academic adjustment. Findings are discussed in light of previous knowledge of the Ethiopian community in Israel, as well as the process of adjustment of foreign and racially different students to college.
|Number of pages||18|
|Journal||Journal of Comparative Family Studies|
|State||Published - 1999|