Perceived Social Support and University Adjustment among Spanish College Students

Zeltia Martinez-Lopez,M Soledad,M Fernanda,Carolina Tinajero*

doi:10.12973/ejper.2.1.21

Abstract

<p style="text-align:justify">Previous studies have confirmed that perceived social support facilitates university adjustment during emerging adulthood. Less is known, however, about the specific dimensions of social support that foster successful transition to university. This research represents the first attempt to examine the combined effects of social provisions, sense of support and perceived acceptance on each facet of adaptation to higher education. The sample consisted of 198 women and 102 men, of average age 18.03 years (SD = 0.52), enrolled in the first year of different degree courses at a public university. Three measures were used to assess various dimensions of perceived social support: the Social Support Questionnaire (SSQ6), the Perceived Acceptance Scale (PAS) and Social Provisions Scale (SPS). The measures of the various facets of university adjustment were obtained from the Student Adaptation to College Questionnaire (SACQ). Regression analysis indicated that reassurance of worth and perceived acceptance by friends were the dimensions that best predicted all facets of university adjustment. The findings provide a more comprehensive understanding of how perception of social support could be used to develop effective intervention strategies and programmes to prevent failure at university.</p>

Highlights

Transition to university is viewed as a major developmental event that provides a positive opportunity for personal growth during emerging adulthood (Arnett, 2000), a period of exploration and instability that occurs between the ages of 18 and 29 years
In accordance with the assumption reported by Cutrona and Russell (1987), our results showed that the different social provisions could facilitate the adjustment to particular university demands
Attachment and social integration contributed to personalemotional adjustment; this might indicate that the extent to which young university students are capable of maintaining existing affective relationships and forging new social bonds would prevent the harmful effects of feelings of loneliness upon entering university, since loneliness has been associated with low levels of psychological well-being (Wei, Russell, & Zakalik, 2005)

Summary

Introduction

Transition to university is viewed as a major developmental event that provides a positive opportunity for personal growth during emerging adulthood (Arnett, 2000), a period of exploration and instability that occurs between the ages of 18 and 29 years. First year students must deal with new demands and changes such as moving away from their family home, establishing new relationships, developing new learning habits and coping with new levels of freedom in an unknown and highly competitive environment (Friedlander, Reid, Shupak, & Cribbie, 2007; Lanctot & Poulin, 2018; Tao, Dong, Pratt, Hunsberger, & Pancer, 2000) Such experiences are thought to help students to become self-sufficient and emotionally independent, and to achieve a sense of competence, interact with others with increasing tolerance, develop a sense of purpose (Chavoshi, Wintre, Dentakos, & Wright, 2017).

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Results

Conclusion