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首页> 外文期刊>Journal of Education and Practice >Secondary School Students’ Perceptions of the Influence of Guidance and Counselling Services on Their Overall School Adjustment in Relation to School Type
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Secondary School Students’ Perceptions of the Influence of Guidance and Counselling Services on Their Overall School Adjustment in Relation to School Type

机译：中学生对指导和咨询服务对他们根据学校类型的整体学校调整的影响的感知

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Secondary school adjustment is the process of students coping in school environment in order to attain the individual and school’s set goals and aspirations. All public secondary schools (day and boarding) are required to implement guidance and counselling services to assist students in school adjustment (emotional, social and academic). This study looks at the perceptions of students on the influence of guidance and counselling on overall school adjustment based on school type. This study used causal comparative research design. The target population involved students in single- sex boarding schools, mixed sex boarding schools and mixed day schools in Keiyo North Sub County, Kenya. Students in form one to four participated in the study. Stratified and simple random sampling methods were used to select students from 7 (3 single sex, 1 mixed boarding and 3 mixed day secondary schools). Data was collected through the use of questionnaire and interview. This is because the study adopted a mixed approach research methodology. Research findings showed that there existed significant difference on students’ perceptions of the influence of guidance and counselling services on school adjustment in relation to the type of schools they came from. Students from girls’ schools had higher perception scores compared to those from mixed schools and those from boys’ schools. The study recommends that there is need for teacher counsellors in mixed and day secondary schools to devise guidance and counselling activities to meet the needs of students who need emotional, social and academic adjustments.
机译：中学调整是学生应对学校环境中的过程，以实现个人和学校的既定目标和抱负。所有公立中学（日间和寄宿制）都必须提供指导和咨询服务，以帮助学生适应学校的变化（情感，社会和学术）。本研究着眼于学生对指导和咨询对基于学校类型的整体学校调整的影响的看法。本研究采用因果比较研究设计。目标人群包括肯尼亚Keiyo North Sub县的单性别寄宿制学校，混合性寄宿制学校和混合日制学校的学生。 1-4人的学生参加了研究。使用分层和简单的随机抽样方法从7个学生（3个单性别，1个混合寄宿和3个混合日中学）中选择学生。通过问卷调查和访谈收集数据。这是因为该研究采用了混合方法研究方法。研究结果表明，学生对指导和咨询服务对学校适应的影响与其所学学校类型有关的看法存在显着差异。与混合学校和男孩学校相比，女校学生的知觉分数更高。该研究建议，在混合中学和全日制中学中，需要教师辅导员制定指导和咨询活动，以满足需要情感，社交和学术调整的学生的需求。

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