Suggestions for Chinese University Freshmen Based on Adaptability Analysis and Sustainable Development Education
Abstract
:1. Introduction
1.1. Adaptability of Freshmen
1.2. Sustainable Development Education
2. Methodology
2.1. Procedure
- Select the appropriate adaptability scale; modify and determine the content of the scale after the preliminary test.
- To limit the sample, only freshmen can complete the questionnaire.
- SPSS and Amos were used to analyze the sample data, and the adaptability of freshmen was determined.
- Discuss the relationship between sustainable development education and adaptability and emphasize the importance of understanding adaptability to implement sustainable development education.
- Discuss, draw conclusions, and make suggestions.
2.2. Subsection
2.2.1. Scale
2.2.2. Sample
3. Results
3.1. Data Analysis
3.1.1. Exploratory Factor Analysis
3.1.2. Reliability Level Analysis
3.1.3. Validity Analysis
3.1.4. Confirmatory Factor Analysis
3.2. Data Results
3.2.1. General Characteristics of University Freshmen’s Adaptability
3.2.2. Gender Differences in University Freshmen’s Adaptability
3.2.3. Major Differences in University Freshmen’s Adaptability
3.2.4. Origin Differences in University Freshmen’s Adaptability
4. Discussion
4.1. Research Limitations and Deficiencies
4.2. Long Term Impact of Major Differences
4.3. Relevance and Limitations of Adaptability and Sustainable Development Education
5. Conclusions
5.1. Overall Differences
5.2. Regional Differences
5.3. Major Differences
5.4. Gender Differences
6. Suggestions
6.1. Integrated Principle
6.2. Regional Equality Principle
6.3. Major Diversity Principle
6.4. Gender Difference Principle
6.5. Education about Sustainability Principle
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
Appendix A
Serial Number | Topic |
---|---|
1 | I have been nervous or anxious recently. |
2 | In terms of learning, I can keep up. |
3 | I have been very depressed recently. |
4 | Recently, I have been easily tired. |
5 | I am satisfied with my learning situation. |
6 | I am satisfied with the extracurricular activities at the university. |
7 | Recently, I have not been able to control my emotions very well. |
8 | I have a clear learning goal. |
9 | Now I am happy because I am at this university. |
10 | I think the school atmosphere of this university is very bad. |
11 | I get along well with university roommates (if you do not live at the university, please do not answer this question). |
12 | I am satisfied with my decision to go to university. |
13 | I would prefer to study at another university. |
14 | I am satisfied with the number and variety of courses offered at the university. |
15 | I feel uncomfortable with my classmates. |
16 | I am satisfied with the quality of the courses (depth and breadth) in the university. |
17 | Recently, my sleep quality has not been very good. |
18 | I am satisfied with the extent of my participation in social activities at the university. |
19 | Sometimes my thoughts tend to be a mess. |
20 | I am satisfied with the course schedule for this semester. |
21 | I prefer to stay at home compared to university. |
22 | Recently, I have wanted to go to other schools. |
23 | I am satisfied with the way the class teacher teaches. |
24 | I am satisfied with my social life at the university. |
25 | I encountered many difficulties in dealing with the various pressures at the university. |
26 | Parents are not around, I can take care of myself. |
27 | I like the campus environment of this university. |
28 | I really like my profession. |
29 | I am used to the dormitory life of the university (if you do not stay at the university, please do not answer this question). |
30 | Recently, I have often had a headache. |
31 | I feel that people around me are hard to get along with. |
32 | I am satisfied with the university’s learning, entertainment, leisure or exercise. |
33 | I dare not go shopping alone. |
34 | I am not interested in the majors I am studying now. |
35 | I am afraid to interact of the opposite sex and the same sex. |
36 | I think the school has a negative atmosphere. |
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Subscale Name | Number of Questions | Subject Number |
---|---|---|
1. Personal Emotional Adaptability | 8 | 1 *,3 *,4 *,7 *,17 *,19 *,25 *,30 * |
2. Learning Adaptability | 9 | 2,5,8,14,16,20,23,28,34 * |
3. Interpersonal Adaptability | 7 | 6,11,15 *,18,24,31 *,35 * |
4. University Identity | 9 | 9,10 *,12,13 *,21 *,22 *,27,32,36 * |
5. Living Adaptability | 3 | 26,29,33 * |
Number of People | Percentage | ||
---|---|---|---|
Gender | Male | 292 | 45.63% |
Female | 348 | 54.38% | |
Major | Science | 332 | 55% |
Arts | 288 | 45% | |
Student origin | City | 306 | 47.81% |
Rural | 334 | 52.19% |
Subscale Name | Number of Items | Cronbach α |
---|---|---|
Total Amount | 36 | 0.869 |
Personal Emotional Adaptability | 8 | 0.887 |
Learning Adaptability | 9 | 0.790 |
Interpersonal Adaptability | 7 | 0.711 |
University Identity | 9 | 0.848 |
Living Adaptability | 3 | 0.754 |
Factors | Living Adaptability | Personal Emotional Adaptability | Learning Adaptability | University Identity | Total Scale |
---|---|---|---|---|---|
Interpersonal Adaptability | 0.210 ** | 0.417 ** | 0.225 ** | 0.409 ** | 0.631 ** |
Living Adaptability | 0.246 ** | 0.456 ** | 0.528 ** | 0.728 ** | |
Personal Emotional Adaptability | 0.274 ** | 0.312 ** | 0.671 ** | ||
Learning Adaptability | 0.365 ** | 0.633 ** | |||
University Identity | 0.774 ** |
NFI | RFI | IFI | TLI | CFI | RMSEA | |||
---|---|---|---|---|---|---|---|---|
1841.111 | 584 | 3.153 | 0.963 | 0.958 | 0.975 | 0.971 | 0.975 | 0.063 |
Total Amount | 2.961 ± 1.283 |
Personal Emotional Adaptability | 2.862 ± 1.293 |
Learning Adaptability | 3.135 ± 1.110 |
Interpersonal Adaptability | 2.793 ± 1.273 |
University Identity | 2.886 ± 1.332 |
Living Adaptability | 3.325 ± 1.467 |
Gender | N | t | ||
---|---|---|---|---|
Total Amount | M | 292 | 2.989 ± 1.309 | 0.234 |
F | 348 | 2.939 ± 1.260 | ||
Personal Emotional Adaptability | M | 292 | 2.765 ± 1.302 | 2.466 * |
F | 348 | 2.943 ± 1.279 | ||
Learning Adaptability | M | 292 | 3.255 ± 1.149 | 0.873 |
F | 348 | 3.035 ± 1.066 | ||
Interpersonal Adaptability | M | 292 | 2.833 ± 1.316 | 0.151 |
F | 348 | 2.760 ± 1.234 | ||
University Identity | M | 292 | 2.944 ± 1.326 | −3.020 ** |
F | 348 | 2.838 ± 1.335 | ||
Living Adaptability | M | 292 | 3.285 ± 1.560 | 0.476 |
F | 348 | 3.358 ± 1.432 |
Major | N | t | ||
---|---|---|---|---|
Total Amount | Science | 332 | 2.958 ± 1.295 | 0.339 |
Arts | 288 | 2.966 ± 1.267 | ||
Personal Emotional Adaptability | Science | 332 | 2.732 ± 1.294 | 1.289 |
Arts | 288 | 3.021 ± 1.274 | ||
Learning Adaptability | Science | 332 | 3.191 ± 1.136 | −0.239 |
Arts | 288 | 3.066 ± 1.074 | ||
Interpersonal Adaptability | Science | 332 | 2.822 ± 1.306 | −0.274 |
Arts | 288 | 2.758 ± 1.229 | ||
University Identity | Science | 332 | 2.914 ± 1.317 | −1.900 |
Arts | 288 | 2.852 ± 1.350 | ||
Living Adaptability | Science | 332 | 3.307 ± 1.461 | 1.945 |
Arts | 288 | 3.347 ± 1.473 |
Origin | N | t | ||
---|---|---|---|---|
Total Amount | City | 306 | 2.953 ± 1.304 | 0.866 |
Rural | 334 | 2.969 ± 1.262 | ||
Personal Emotional Adaptability | City | 306 | 2.768 ± 1.305 | 2.299 * |
Rural | 334 | 2.948 ± 1.276 | ||
Learning Adaptability | City | 306 | 3.191 ± 1.123 | 1.410 |
Rural | 334 | 3.084 ± 1.096 | ||
Interpersonal Adaptability | City | 306 | 2.782 ± 1.289 | 0.705 |
Rural | 334 | 2.803 ± 1.257 | ||
University Identity | City | 306 | 2.911 ± 1.360 | −2.197 * |
Rural | 334 | 2.863 ± 1.305 | ||
Living Adaptability | City | 306 | 3.257 ± 1.495 | 0.977 |
Rural | 334 | 3.387 ± 1.437 |
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Chen, H.; Ling, L.; Ma, Y.; Wen, Y.; Gao, X.; Gu, X. Suggestions for Chinese University Freshmen Based on Adaptability Analysis and Sustainable Development Education. Sustainability 2020, 12, 1371. https://doi.org/10.3390/su12041371
Chen H, Ling L, Ma Y, Wen Y, Gao X, Gu X. Suggestions for Chinese University Freshmen Based on Adaptability Analysis and Sustainable Development Education. Sustainability. 2020; 12(4):1371. https://doi.org/10.3390/su12041371
Chicago/Turabian StyleChen, Huaruo, Ling Ling, Yonghui Ma, Ya Wen, Xiyuan Gao, and Xueying Gu. 2020. "Suggestions for Chinese University Freshmen Based on Adaptability Analysis and Sustainable Development Education" Sustainability 12, no. 4: 1371. https://doi.org/10.3390/su12041371