Academic Adjustment Research Articles

Understanding adjustment profiles among Mexican-origin adolescents over time: A focus on cultural risk and resilience factors.

This study used a three-wave longitudinal dataset to: identify adjustment profiles of U.S. Mexican-origin adolescents based on their physical, academic, and psychosocial health adjustment; track adjustment profile changes throughout adolescence; and examine the associations between cultural stressors, family obligation, and adjustment profile membership over time. Participants were 604 Mexican-origin adolescents (54% female, Mage = 12.41, SD = 0.97) in Texas (Wave 1: 2012-2015; Wave 2: 2013-2016; Wave 3: 2017-2020). Three concurrent profiles (Well-adjusted, Moderate, and Poorly-adjusted) emerged at each wave, whereas three transition profiles (Improved, Stable well-adjusted, and Overall poorly-adjusted) were identified across three waves. The results suggest that cultural stressors pose risks for Mexican-origin adolescents' adjustment, and family obligation values play a protective role in these associations.

Heterogeneity of adolescent bullying perpetrators: Subtypes based on victimization and peer status.

We identified different types of adolescent bullying perpetrators and nonbullies based on peer-reported bullying, victimization, and peer status (popularity, likeability, and rejection) and examined differences between bully subtypes in typical forms of bullying perpetrated. Moreover, we studied how bully subtypes differed from nonbullies with varying levels of victimization and peer status in academic and psychosocial adjustment. The study utilizes data from 10,689 adolescents (48.3% boys, mean age 14.7 years). Latent profile analysis identified three distinct subgroups of bullies: popular-liked bullies (13.5%), popular-rejected bully-victims (5.8%), and bully-victims (6.9%), and four groups on nonbullies. High-status bullies (popular-liked and popular-rejected) resembled nonbullies in many ways and had even lower social anxiety, whereas bully-victims were the most maladjusted group. Overall, popularity seems to protect adolescents from social anxiety, and victimization is related to internalizing problems. Results suggest that bullying, victimization, and peer status can be used to identify distinct subtypes of bullies.

Considering Contextual Influences on Fatherhood Program Participants’ Experiences

The current study assessed multiple changes over 1 year for fatherhood program participants and explored variations in challenges at program start, retention, and improvements in outcomes based on geographic setting, race, and sequencing of services. In a sample of 630 racially diverse fathers, we found enhanced economic vulnerability of urban fathers and Black/other minority fathers, and greater individual and work-related challenges for White fathers at program start. Results from growth modeling indicated fathers reported sustained growth over 1 year in nearly all measures assessed including relationship skills and functioning, hope for ensuring a positive future, father involvement and parent-child relationship quality, child academic adjustment, and commitments and ability to meet financial obligations. Evidence of enhanced benefit of programs in multiple areas over time for rural and White participants, compared with Black/other minority and urban fathers is presented. Results also indicate receiving case management first enhances fathers’ attendance and retention in program classes.

Potential relations between psychological capital, subjective well-being, and academic adjustment among students with learning disabilities: the value of academic support centres

ABSTRACT We investigated the correlations between psychological capital (PsyCap) and academic adjustment in students with learning disabilities (LD), with a focus on the mediating role of subjective well-being (SWB). We compared LD students receiving support from academic centres to those not receiving support and analysed the disparities in PsyCap, SWB, and academic adjustment. We found significant correlations between PsyCap and both academic adjustment and SWB in LD students. There was a notable disparity in PsyCap, SWB, and academic adjustment between LD students with and without academic centre support. We also discovered a mediating effect of SWB in the relationship between PsyCap and academic adjustment. The findings underscore the importance of PsyCap to academic adjustment and well-being in LD students. Interventions aimed at increasing PsyCap should simultaneously focus on improving SWB to more effectively support LD students in their academic endeavours. The findings suggest the need for educational institutions to provide integrated support systems addressing both academic and psychological needs. The study contributes to understanding the dynamics between psychological resources, well-being, and academic success in LD students. It advocates for inclusive educational policies that integrate psychological support with academic assistance, fostering a more supportive learning environment for LD students.

Longitudinal Trajectories of Premorbid Social and Academic Adjustment in Youth at Clinical High Risk for Psychosis: Implications for Conversion.

Social and academic adjustment deteriorate in the years preceding a psychotic disorder diagnosis. Analyses of premorbid adjustment have recently been extended into the clinical high risk for psychosis (CHR) syndrome to identify risk factors and developmental pathways toward psychotic disorders. Work so far has been at the between-person level, which has constrained analyses of premorbid adjustment, clinical covariates, and conversion to psychosis. Growth-curve models examined longitudinal trajectories in retrospective reports of premorbid social and academic adjustment from youth at CHR (n = 498). Interaction models tested whether known covariates of premorbid adjustment problems (attenuated negative symptoms, cognition, and childhood trauma) were associated with different premorbid adjustment trajectories in converters vs non-converters (ie, participants who did/did not develop psychotic disorders within 2-year follow-up). Converters reported poorer social adjustment throughout the premorbid period. Converters who developed psychosis with an affective component reported poorer academic adjustment throughout the premorbid period than those who developed non-affective psychosis. Tentatively, baseline attenuated negative symptoms may have been associated with worsening social adjustment in the premorbid period for non-converters only. Childhood trauma impact was associated with fewer academic functioning problems among converters. Cognition effects did not differ based on conversion status. Premorbid social function is an important factor in risk for conversion to psychosis. Negative symptoms and childhood trauma had different relationships to premorbid functioning in converters vs non-converters. Mechanisms linking symptoms and trauma to functional impairment may be different in converters vs non-converters, suggesting possible new avenues for risk assessment.

Neural Reward Anticipation Moderates Longitudinal Relation between Parents' Familism Values and Latinx American Youth's School Disengagement.

Parents' familism values predict a variety of Latinx American youth's academic adjustment. However, it is unclear how cultural values such as familism interact with youth's brain development, which is sensitive to sociocultural input, to shape their academic adjustment. Using a sample of 1916 Latinx American youth (mean age = 9.90 years, SD = .63 years; 50% girls) and their primary caregivers (mean age = 38.43 years, SD = 6.81 years; 90% mothers) from the Adolescent Brain Cognitive Development Study, this study examined the longitudinal relation between parents' familism values and youth's school disengagement, as well as the moderating role of youth's neural sensitivity to personal reward. Parents' familism values predicted youth's decreased school disengagement 1 year later, adjusting for their baseline school disengagement and demographic covariates. Notably, this association was more salient among youth who showed lower (vs. higher) neural activation in the ventral striatum and the lateral OFC during the anticipation of a personal reward. These findings underscore the protective role of familism for Latinx American youth, highlighting the necessity of developing culturally informed interventions that take into consideration a youth's brain development.

Psychological Capital, Social Support, and Academic Adjustment of Students with Learning Disabilities: The Value of Institutional Support Centers

Objectives: In this study, we explored the relationships between psychological capital (PsyCap), social support, and academic adjustment in undergraduate students with learning disabilities (LD), comparing those receiving support from university centers to their unsupported peers. PsyCap, comprising hope, efficacy, resilience, and optimism, is a critical determinant in the academic success of students with LD. We assessed the impact of PsyCap and social support on academic adjustment, comparing LD students who visited institutional support centers to those who did not. Methods: The sample included 120 undergraduate students with various LD diagnoses, including attention deficit and hyperactivity disorders. Data were collected using 4 questionnaires. Results: There were statistically significant positive correlations between PsyCap and social support but only among students receiving institutional support. Furthermore, academic adjustment was positively associated with both PsyCap and social support, regardless of institutional support. However, LD students attending institutional support centers showed higher levels of PsyCap, social support, and academic adjustment than their counterparts who did not. Conclusions: The findings suggest institutional support enhances PsyCap-social support relations, underlining the importance of such support systems in educational settings. The study contributes to the understanding of academic adjustment challenges faced by students with LD and underscores the value of targeted support strategies.

Learner’s Well-Being and Adjustment in Mathematics 9 Under In-Person Class

Learners transitioned from distance learning (MDL) to in-person classes. Subsequently, their well-being and adjustment were assessed. This study aims to explore the relationship between learners' well-being and adjustment more comprehensively. Employing a correlational quantitative research design, it utilized a researcher-developed questionnaire. Prior consent for questionnaire administration was obtained from the school principal, parents, and learners. Statistical analyses involved mean, standard deviation, and chi-square tests. Results indicate that learners' well-being across physical, affective, cognitive, economic, and social domains ranged from moderate. Emotional adjustment (EA) was found to be slight, while social adjustment (SA) and academic adjustment (AA) were moderate. Significant correlations were observed between physical well-being (PW) and EA, PW, and SA, affective well-being (AW) and EA, AW and AA, cognitive well-being (CW) and EA, CW, and SA, economic well-being (EW) and EA, and EW and SA. Based on these findings, the implementation of Project SWAM is recommended.

Academic Adjustment of Freshmen in Cambodian Higher Education Institutions: A Systematic Literature Review

First-year students face experiences in the primary adjustment stages with their transition to pre-university enrollment, and the experiences are typically highlighted as challenges that will be concentrated significantly in this systematic literature review. This systematic literature review critically synthesizes 20 published articles from 2014 to 2023 on the academic adjustment of first-year students in Cambodian higher education institutions. The qualitative study methods and exploratory design are used, and researchers compiled and evaluated relevant literature focusing on challenges faced by first-year students, factors influencing adjustment, strategies for academic adjustment, and outcomes of adjustment interventions. Data were gathered from reliable databases, and articles meeting predefined criteria were subjected to thematic analysis using Clark and Braunne's Thematic Analysis model. Findings highlight first-year students' challenges, such as academic performance, social identity issues, financial constraints, and language barriers. Factors influencing adjustment include social, personal-emotional, and institutional aspects, underlining the significance of social support and coping strategies. Strategies for academic adjustment focus on effective time management, utilizing support services, and maintaining a healthy work-life balance. Intervention outcomes aim to enhance first-year students' retention rates, mental health, and academic success. Qualitative research emerged as the predominant approach, enabling researchers to understand nuanced experiences and perspectives.

The Relative Contribution of Psychological Empowerment, Academic Persistence, and Future Orientation in Predicting Academic Adjustment among Adolescents

The Relative Contribution of Psychological Empowerment, Academic Persistence, and Future Orientation in Predicting Academic Adjustment among Adolescents

LIVE EXPERIENCE OF ACADEMIC CULTURE ADJUSTMENT IN INTERNATIONAL CREDIT TRANSFER PROGRAM: A PHENOMENOLOGICAL STUDY

This phenomenological study investigates the Muhammadiyah University of Kendari students' lived experiences who underwent academic cultural adjustments during an international credit transfer (ICT) program to the Nueva Ecija University of Science and Technology (NEUST) in the Philippines. This research applied in-depth interviews to understand the unique challenges, coping strategies, and transformation impact by the purposively selected students. These findings provide valuable insight into the feelings gained during the study and the transformative nature of the academic cultural adjustment experience and highlight factors that facilitate or hinder successful adjustment in the specific context of Muhammadiyah University of Kendari students to NEUST. These findings can inform both institutions regarding the specific needs and challenges students face during academic cultural adjustment and guide the development of targeted interventions, support systems, and resources to enhance the academic success and well-being of students involved in the ICT programs

Parental Involvement and Stress in Children's Quality of Life: A Longitudinal Study with Portuguese Parents during the COVID-19 Pandemic Period.

Parental involvement (PI) has particular relevance on children's academic adjustment and on children's general quality of life (QoL). QoL can be influenced by parental stress, specifically the stress suffered during the COVID-19 pandemic. Thus, this study aimed to analyze the differences during the pandemic period (before, after and with no lockdown), comparing these constructs with parental educational level to provide predictors of their children's quality of life. Data collection was performed with a non-probability convenience sampling procedure. It was composed of 129 parents, mainly women (71.8%), with children aged between 6 and 12 years. The family's sociodemographic characteristics were assessed, as well as the PI, parental stress, and children's QoL. The comparison between the three times revealed an increase in the children's QoL, but no differences were found in PI. Based on the parental educational level, as defined by academic qualifications and split into superior and non-superior levels, it is possible conclude that engagement in school activities and parents' meetings increased in the parents with superior education levels and decreased in the parents with lower education levels. This study concluded that despite this difficult and uncertain pandemic period, these parents were able to maintain important aspects of their children's lives.

어머니의 가족건강성 인식과 중학생 자녀의 회복탄력성, 학업적 실패내성, 학교생활적응의 구조적 관계

Objectives The purposes of this study were to confirm the structural relationship among the family strength perceived by mothers, resilience, tolerance academic failure and school adjustment by middle school student.
 Methods For this purpose, a total of 834 data collected from 417 middle school children and their mothers in the metropolitan area were used for analysis. Descriptive statistics and correlations were analyzed using SPSS 23.0, and direct, indirect and mediating effects between variables were verified through Structural Equation Modeling (SEM) using the AMOS 23 program.
 Results The analysis results are as follows. First, the family strength perceived by mothers, middle school children's resilience, and academic failure tolerance had a direct effect on school adjustment. Second, the family strength perceived by mothers had an indirect effect on school adjustment by mediating the resilience of the middle school children. Third, the family strength perceived by mothers had no indirect effect on school adjustment by mediating the academic failure tolerance of middle school children. Fourth, in the relationship between the family strength perceived by mothers and on school adjustment showed a sequential mediating effect on middle school children's resilience and academic failure tolerance.
 Conclusions The mediating role of the child's resilience and academic failure tolerance in the relationship between family strength perceived by mothers and the child's school adjustment is verified. This suggests that in order to improve the adaptation of middle school children to school life, it is important to increase the importance of the home environment and the children's motivational capacity to respond actively and positively in failure situations.

Relationship Between Spiritual Intelligence and Academic Adjustment of Undergraduate Student with Reference to Their Demographic Variables

The present study investigated on compare the relationship between Spiritual Intelligence and Academic Adjustment among Undergraduate Student’s. In this research study the correlational method was used. The main objective of this present study was to compare the relationship between Spiritual Intelligence and Academic Adjustment among Undergraduate Student’s in respect to their locality, gender, and stream. The present study sample collect data from the population by the use of stratified random Sampling. The size of samples was 60(30 boys and 30 girls) from Gangadhar Meher University, Sambalpur, Odisha. The present study concluded that there exists no significant relationship between spiritual intelligence and academic adjustment of undergraduate students

International Postgraduate Students’ Lived Experiences of Academic, Psychological and Sociocultural Adjustment During the COVID-19 Pandemic

This in-depth qualitative study investigated how international students experienced academic, psychological and sociocultural adjustment during the COVID-19 pandemic. Whilst a burgeoning body of research examines the impact of the coronavirus pandemic on international students, few studies foreground students’ lived experiences. This study gathered data through semi-structured interviews with 30 international postgraduate students who undertook degree programs at British universities in 20-21. A thematic analysis revealed that COVID-19-related stressors negatively impacted students’ psychological adjustment and led to a sense of isolation and detachment from the host environment, with students reporting difficulties in instigating and maintaining social ties. Experiences of academic adjustment were nuanced, with findings suggesting that the pandemic acted as either a barrier or facilitator of adjustment, depending on the students’ personal circumstances. With global epidemics increasingly likely, the findings from this study can support higher education institutions in developing institutional policies on how to support their international students in times of global health crises.

Intimate Partner Violence Among Bisexual-Spectrum Cisgender Undergraduate Women and Their Heterosexual Counterparts: A Preliminary Investigation

This study examined intimate partner violence (IPV) and identity abuse (i.e., partner violence targeting someone’s sexual orientation) among bisexual-spectrum and heterosexual cisgender undergraduate women in relation to their mental health and academic adjustment. Participants were first- and second-year bisexual-spectrum (n = 81) and heterosexual (n = 243) undergraduate cisgender women at a large, public university in the Midwest. IPV was prevalent in the sample, but bisexual-spectrum cisgender women who had been in relationships were significantly more likely to report IPV than their heterosexual counterparts (77.44% vs. 44.44% respectively). Over half of bisexual-spectrum cisgender women in dating relationships reported identity abuse. Most participants that experienced identity abuse indicated the perpetrator was heterosexual and/or a cisgender man. Sexual orientation did not moderate the relationship between IPV and depression, anxiety, or negative academic adjustment outcomes. Universities should integrate education on LGBTQ oppressions into their primary prevention programs, while also continuing to bolster IPV prevention and intervention efforts.

Impact of Teacher Classroom Behavior on Academic Stress and School Adjustment of Students

Present study was conducted to find the impact of teacher classroom behavior on academic stress and school adjustment of students at secondary school level in Sargodha division. Sample of 372 students (205 male students and 167 female students) participated in the study and this sample size was determined using Yamane's (1967) formula suggestions. Researcher developed three questionnaire including Teacher’s Classroom Behavior Scale (TCBS), Academic Stress Scale (ASS) and School Adjustment Scale (SAS) were administered for the collection of data. Validation of the instruments was completed through 10 experts in the field of social sciences whereas reliability of the tool was done through Cronbach’s Alpha methods. Different descriptive as well as inferential statistical tools were used for the analysis of data collected through questionnaires. Pearson product-moment correlation, linear and multiple regression, and t-test as inferential statistics whereas Mean and SD were used as descriptive statistics. Results of the study demonstrated that there is a negative association between teacher classroom behavior and academic stress and a positive association between teacher classroom behavior and school adjustment of students. Moreover, a significant impact of teachers’ classroom behavior on the academic stress and school adjustment of students was observed. These results show that good teachers’ behavior removes academic stress and improves the students’ adjustment. Therefore, the study recommends that teachers should keep cooperative behavior with students for better results.

Academic adjustment among the desire-oriented and non-desire-oriented students of the first year of high school students Afild study in some high school in the state of TIZI-OUZOU -ALGERIA-

ملخص الدراسة: هدفت هذه الدراسة إلى معرفة الفروق في التوافق الدراسي بين الموجهين بالرغبة وغير الموجهين بالرغبة لدى تلاميذ السنة الأولى ثانوي المتمدرسين ببعض ثانويات ولاية تيزي وزو –الجزائر-. بلغت عينة الدراسة (104) فردا، بواقع (68) من الموجهين بالرغبة و (36) من غير الموجهين بالرغبة المقيدين بالعام الدراسي (2022-2023)، والذين تم إختيارهم عشوائيا بطريقة العينة العشوائية الطبقية النسبية. توصلت الدراسة الحالية إلى النتيجة التالية: توجد فروق ذات دلالة إحصائية بين متوسط درجات الموجهين بالرغبة ومتوسط درجات غير الموجهين بالرغبة من تلاميذ السنة الأولى ثانوي في التوافق الدراسي لصالح الموجهين بالرغبة. الكلمات المفتاحية: التوافق الدراسي، الموجهين بالرغبة، غير موجهين بالرغبة، تلاميذ السنة الأولى ثانوي.

Transitioning to college: Testing cognitive bias modification for interpretations as an inoculation tool for social anxiety in college first-years

Background and objectivesReducing social anxiety development among incoming college students may improve college adjustment and mental health outcomes. This study tested whether cognitive bias modification for interpretations (CBM-I) reduces social anxiety and increases adjustment during the transition to college, and whether changes in outcomes would be mediated by changes in interpretation biases. MethodsParticipants (N = 73) were randomly assigned to a 3-session weekly CBM-I condition or symptom tracking (ST) control condition. Multilevel models were used to estimate within-person trajectories from baseline to one week post-intervention and to test whether trajectories differed by condition. ResultsThose in the CBM-I condition (vs. ST) reported higher increases in social adjustment across time. There were not significant differences between conditions for changes in social anxiety, academic adjustment, and personal adjustment. CBM-I was indirectly linked to improvements in outcome variables via more adaptive interpretation biases. LimitationsCBM-I was administered in a laboratory setting, requiring more resources than some computerized interventions. ConclusionsData tentatively support CBM-I for first-year students to increase social adjustment. Further, mediation findings provide support for targeting interpretation biases to improve social anxiety and adjustment outcomes. Yet, CBM-I did not outperform ST in improving social anxiety symptoms or other areas of college adjustment, and effect sizes were small, suggesting that more work is needed to amplify the potential of CBM-I as a therapeutic tool.

Sense of belonging and academic persistence among undergraduate university students: The chain mediation effect of emotional and academic adjustment

This study examined the relationship between sense of belonging and academic persistence, as mediated by emotional and academic adjustment. A total of 955 South African undergraduate students were participants (female = 71.7%; black = 44.8%; mean age = 27.80 years, SD = 7.65 years). They completed surveys on sense of belonging, emotional adjustment, academic adjustment, and academic persistence. Mediation analysis results showed that a sense of belonging significantly predicted academic persistence. Furthermore, emotional and academic adjustment independently and significantly mediated the relationship between sense of belonging and academic persistence, for higher academic persistence. The results further showed that emotional and academic adjustment played a significant chain mediation role in the relationship between sense of belonging and academic persistence. From these findings, we conclude that sense of belonging influences academic persistence through emotional and academic adjustment. These results suggest the need for university programmes to foster academic persistence in students by being supportive of their sense of belonging and providing resources for emotional and academic adjustment.