Academic Adjustment Research Articles

Academic support for students with learning disabilities: the role of psychological capital in their academic adjustment

ABSTRACT The objective of our study was to examine whether students with LD who receive support from an academic support centre exhibit higher levels of PsyCap and academic adjustment compared to those who do not receive such support. We also examined whether PsyCap mediates the relationship between receiving academic support and the level of academic adjustment in LD students. The sample comprised 245 post-secondary students with LD; half were receiving support from an academic support centre (n = 121, 49.4%); half were not receiving support (n = 124, 50.6%). The methodology involved the analysis of questionnaires using general linear model (GLM) procedures and Spearman correlations. Results showed LD students with access to academic support had higher PsyCap and better academic adjustment. Notably, PsyCap mediated the relationship between academic support and adjustment, suggesting support positively correlates to PsyCap, which then positively correlates to academic adjustment. The findings suggest that while academic support is beneficial, PsyCap may be a more critical factor in the academic adjustment of LD students, regardless of support. We therefore suggest that by working on utilising LD students’ PsyCap, support centres may facilitate these students’ academic adjustment. The findings have implications for educational policy and the design of support programmes in higher education.

Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China.

The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non-Western context, not to mention the potential processes that may mediate these associations. This study examined the associations of school- and classroom-level characteristics with child adjustment and tested whether these associations were mediated by teacher-child relationship qualities. Cross-sectional data were collected on a representative sample of 1777 children (mean age = 55.14 months; 50% of them were girls) from 100 kindergartens in Hong Kong, China. Using self-reported questionnaires, teachers rated their school-level environments, their classroom chaos, their closeness and conflict with children and children's socioemotional competence and academic ability. Meanwhile, parents rated children's behavioural problems. Multilevel structural equation modelling revealed that the school-level environment and classroom chaos were uniquely associated with children's socioemotional, behavioural and academic adjustment. Moreover, the associations of the school-level environment and classroom chaos with child socioemotional and academic adjustment were mediated by teacher-child closeness and conflict, whereas the associations of the school-level environment and classroom chaos with child behavioural problems were mediated by teacher-child conflict only. Findings indicated how school- and classroom-level characteristics may be uniquely associated with child adjustment and how teacher-child relationships may be implicated in the underlying mechanism, highlighting the potential utility of targeting school- and classroom-level environments and teacher-child relationships in promoting child development.

Mental Distress, Coping Strategies, and Academic Achievement among University Students

Emerging research suggests that the global prevalence of youth mental distress has increased considerably during COVID-19 pandemic. Mental health among Kenyan Youth had already been deteriorating prior to the pandemic. This is largely attributed to academic pressure, financial constraints, interpersonal relations, and adjustment to university environment. Negative coping strategies, such as alcohol and substance use, adversely affect academic advancement, and mostly lead to students drop out. It is often unclear what preventive measures and interventions might be effective for university students. This study (a) examines the relationship among mental distress and undergraduate students’ academic achievement and (b) assesses the role of coping strategies in this relationship. The study adopted a descriptive survey and correlational research design. Participants were 277 students (Females = 52%, Males = 48%) randomly sampled from four universities in Kenya (two public and two private). Ethical approval for the study was obtained from the relevant authorities. The majority (91.3%) were aged above 18 years. Self-report Depression, Anxiety and Stress Scale-21 Items (DASS-21) and Stress Coping Strategies Questionnaire (SCSQ) were adopted to measure mental health and coping strategies, respectively. Students indicated their Grade Point Average (GPA) as shown in the university system. Findings indicated that a significant negative correlation was established between overall mental distress and GPA (r = - .15, p = .01). Unexpectedly, coping strategies did not mediate the association between mental distress and academic achievement as measured by the GPA. The findings are discussed in relation to previous studies and implications for university education.

A bifactor representation of the Center for Epidemiological Studies Depression Scale for children: gender and age invariance and implications for adolescents’ social and academic adjustment

BackgroundThe Center for Epidemiological Studies Depression Scale for Children (CES-DC) is a widely used scale for screening depressive symptoms in children and adolescents. This study aims to uncover the optimal factor structure of the DES-DC and presents an alternate conceptualization of adolescent depression by estimating bifactor models and several competing models using a sample of Chinese adolescents.MethodsThe participants were 533 adolescents (49.7% boys, 49.7% girls, 3 participants did not report) between 12 and 18 years of age attending public secondary schools in the middle part of mainland China. Data were collected in classrooms using a questionnaire survey. A structural equation modeling approach was used to estimate and compare a series of competing models for the DES-DC.ResultsA Bifactor exploratory structural equation model (Bi-ESEM) with the best model fit was retained for representing the current data. Tests of measurement invariance demonstrated strict measurement equivalence across gender and age. No gender and age differences have been found in the general depression factor. Findings provided evidence for the composite reliability and construct validity of DES-DC. Depressive symptoms positively related to the Big Five trait neuroticism, negative emotions, loneliness, social anxious behaviors, and disruptive behaviors during school and negatively related to agreeableness, conscientiousness, extraversion, physical health status, school connectedness, and academic self-efficacy.ConclusionsThis study provides support for the one general factor construct of the CES-DC and the continuum concept structure of adolescent depression. Moreover, this research offers empirical evidence for comparing depression symptoms among adolescent populations with diverse genders and age groups. Additionally, the findings replicate and expand upon the implications of depressive symptoms on adolescents’ traits, well-being, social-relational adjustment, and academic adaptation.

Affinity for solitude in Chinese children and adolescents: Relations with social, school, and psychological adjustment.

This study examined relations of affinity for solitude with social-behavioral, academic, and psychological adjustment in Chinese children and adolescents. The participants included 3,417 students (1,714 boys) in fourth, sixth, and eighth grades (Mages = 10, 12, and 14 years, respectively) in China. Data on affinity for solitude were collected from students' self-reports and data on adjustment were collected from multiple sources. The results showed that whereas affinity for solitude was negatively associated with social competence and academic achievement and positively associated with behavioral problems in Grade 4, the associations were weaker or nonsignificant in Grade 6. Moreover, affinity for solitude was positively associated with academic achievement and negatively associated with behavioral problems in Grade 8. Affinity for solitude was negatively associated with psychological adjustment in general, but the associations were weaker in higher grades. The results indicate that the functional meaning of affinity for solitude may differ across developmental periods. Parents, teachers, and professionals should be aware of the different implications of affinity for solitude in childhood and adolescence and use different strategies to support children and adolescents who display affinity for solitude. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Association between PTSD, Gratitude, Academic Adjustment, and Dropout Decisions in Veteran Students with Disabilities: Brief Report

The Association between PTSD, Gratitude, Academic Adjustment, and Dropout Decisions in Veteran Students with Disabilities: Brief Report

Gender Roles and University Adjustment among Undergraduate Students: Coping as Mediators

Background. Some undergraduates face problems in academic adjustment thus are unable to continue their studies. By using the theory of gender schema and the transactional model of stress and coping, this study aims to explore the relationships among gender roles, coping strategies and academic adjustment, and to examine whether coping strategy is a mediator for the effects of gender roles on academic adjustment. Method. The descriptive predictive survey method was used in this study. Altogether 196 undergraduate participants were selected through the purposive sampling method. They were asked to fill in a questionnaire consisting of three measurements: Academic Adjustment Scale, Bem Sex Role Inventory, and Brief COPE. Results. The findings of the study showed that different gender roles are associated with different coping strategies and academic adjustment, and that different coping strategies are associated with academic adjustment differently. In addition, positive thinking is a statistical mediator for the effects of femininity on academic adjustment while avoidance is a statistical mediator for the effects of masculinity on academic adjustment. Conclusion. The findings indicate the importance of considering gender roles in the transactional model of stress and coping, besides creating awareness among undergraduates about the importance of using different coping strategies corresponding to their gender roles while facing problems in academic adjustment.

The Role of Cultural Intelligence as a Mediating Variable in the Relationship between Psychological Adjustment and Academic Adaptation among the Students of Mu'tah University

This study aimed at identifying the level of psychological adjustment, academic adaptation and cultural intelligence among the students of Mu'tah university, identifying the impact of the variables of (gender, faculty) on the cultural intelligence, psychological adjustment and academic adaptation, as well as identifying the role of cultural intelligence as a mediating variable in the relationship between psychological adjustment and academic adaptation among the students of Mu'tah university. In order to achieve the study objectives, three scales were used: the scale of cultural intelligence, the scale of psychological adjustment and the scale of academic adaptation; their validity and reliability were verified. The study sample consisted of (295) male and female students. The results revealed that the level of cultural intelligence, psychological adjustment and academic adaptation was medium. The results revealed that there was a relationship for cultural intelligence as a mediating variable between psychological adjustment and academic adjustment. The results showed that both psychological adjustment and cultural intelligence accounted for (32%) of academic adjustment. The results also revealed that there was no statistically significant impact for the variables of (gender, faculty) on the level of cultural intelligence, psychological adjustment and academic adaptation among the students of Mu'tah university.

Adjustment and family dynamics among academically gifted Chinese and European American adolescents

ABSTRACTObjectiveWe examined whether parent–adolescent academic conflict and parental psychological control mediated associations between academically gifted adolescents' academic and psychological adjustments for both Chinese and European Americans.BackgroundPrevious studies suggest that associations between family dynamics and developmental outcomes are different between Chinese and European American adolescents, but they often overlook potential cross‐ethnic similarities within special groups (e.g., academically gifted students).MethodWe assessed 212 Chinese American and 122 European American academically gifted students' academic adjustment (academic efficacy and grade point average [GPA]), family dynamics (parental psychological control and parent–adolescent academic conflict), and psychological outcomes (depression, anxiety, and self‐esteem) during ninth and 10th grade.ResultsFor both groups, previously low academic efficacy was associated with later psychological maladjustment, and previously high GPA was associated with later anxiety. These associations were not mediated by family dynamics for either group.ConclusionFor both groups, adolescents' academic adjustment could play an important role in psychological well‐being, regardless of whether they experienced parental psychological control and parent–adolescent academic conflict.ImplicationsFor both groups, it is important to identify whether academic‐related stressors (e.g., keeping academic success and high academic efficacy) are sources for academically gifted adolescents' psychological problems and help them develop coping strategies.

Beliefs about the universality of meaning in life enhance psychological and academic adjustment among university students: The role of meaning in life and stress mindset

Lay beliefs about psychological constructs influence experiences and behaviors of individuals in real life. The aim of the present study was to investigate the relationships of beliefs regarding the universality of meaning in life with subjective well-being (SWB) and academic procrastination, as well as their potential mediating mechanisms. Using a sample of 726 Chinese university students, the present study demonstrated that a higher tendency to believe in the universality of meaning in life correlated with a higher manifestation of meaning in life, stress-is-enhancing mindset, positive affect, and life satisfaction, as well as with lower negative affect and academic procrastination. In addition, the present study indicated that the meaning in life and stress mindset mediated the relationship between beliefs regarding universality of meaning in life and SWB and academic procrastination. That is, university students who believed that meaning in life is universal were more likely to experience it and perceive stress as positive, thus having greater SWB and less academic procrastination. These findings suggest the power of identifying with the universality of meaning in life promotes youth mental health and academic adaptation.

Moderators of the LGBTQ Campus Climate and College-Related Outcomes Links

In this study, we explored the concurrent and moderating roles of sexual orientation-based microaggressions, lesbian, gay, bisexual, transgender, and queer (LGBTQ) campus community connection, and positive peer group relations in the links between perceptions of the LGBTQ college campus climate and college-related outcomes (college satisfaction, dropout intentions, and academic and emotional adjustment). Further, we examined if these relations would be stronger for undergraduate versus graduate students. Participants were 873 sexual minority college students who completed a web-based survey. Results indicated several main effects of negative LGBTQ campus climate, sexual orientation-based microaggressions, LGBTQ community connection, positive peer group relations, and graduate student status in predicting college-related outcomes. In addition, two interaction effects emerged. The first revealed that students with high negative perceptions of the LGBTQ campus climate and high sexual orientation-based microaggressions had the lowest college satisfaction. The second indicated that LGBTQ community connection exacerbated the LGBTQ campus climate–dropout intentions link for undergraduate but not graduate students.

Inspecting the Relationship Teacher-Student Communication with Academic Adjustment and the Academic Progress in the Art Course of Secondary School Students in Basrah

This study aimed to investigate the correlation between teacher-student communication, academic adjustment, and academic progress in the art course of secondary school students in Baghdad. The sample consisted of 360 students, with 185 girls and 200 boys. The data was collected using Pham and Taylor's academic achievement questionnaire, Sinha and Singh's academic adjustment questionnaire, and the teacher-student interaction questionnaire. Data analysis was conducted using SPSS software, descriptive statistics, inferential statistics, Pearson correlation coefficient, and regression. The results showed a direct and significant relationship between teacher-student interaction with academic progress and academic adjustment. Teacher-student interaction can significantly predict academic progress, while academic adjustment can be directly and significantly related to all components of teacher-student interaction. Furthermore, teacher-student interaction can significantly predict academic adjustment. The research provides valuable insights into the relationship between teacher-student communication and academic progress in the art course

Reciprocal associations of perceived discrimination, internalizing symptoms, and academic achievement in Latino students across the college transition.

Despite growing evidence that perceived discrimination negatively impacts underrepresented ethnic-racial college students, there is a lack of longitudinal studies with multiple sources of discrimination as Latinos transition from high school (HS) to college. This study examined changes in peer, adult, and everyday discrimination across the college transition and tested concurrent, prospective, and reciprocal associations between these sources of discrimination, internalizing symptoms, and grade point average (GPA). Latino adolescents (N = 209; Mage at Time 1 = 18.10; 64.4% female; 85.1% Mexican descent) reported on discrimination experiences and internalizing symptoms during their final year of high school and first college semester. Participants' GPA was obtained from institutional records. Longitudinal data were analyzed using cross-lagged panel models. Adult discrimination remained stable while peer and everyday discrimination decreased from high school to college. All sources of discrimination were concurrently associated with internalizing symptoms, but not GPA, in high school and college. There were positive bidirectional associations between everyday discrimination and internalizing symptoms across the college transition. Adult discrimination during high school predicted increased discrimination from adults and peers in college. First-generation college students reported higher everyday and peer discrimination in college. Latino students' experiences of everyday and ethnic-racial discrimination in school may be more closely tied to psychological rather than academic adjustment in the first semester of college. First-generation college students and those who experienced higher adult discrimination or internalizing symptoms in high school appear to be more susceptible to increased perceptions of discrimination during the college transition. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Gender differences in academic adjustment and interpersonal support Among University Students

Gender differences in academic adjustment and interpersonal support Among University Students

The Application of Big Data Technology in Teaching College Students’ Mental Health Education in Colleges and Universities

Abstract Advances in big data technology herald a new era for mental health education in higher education, offering novel solutions to age-old challenges in student psychological care. This paper investigates how big data’s analytical capabilities can surpass traditional, one-size-fits-all mental health assessments by leveraging detailed student data for personalized care. We applied data mining techniques to the mental health data of 1,200 students from College G, creating a rich database of psychological patterns and a mental health information exchange platform. The analysis led to the identification of 500 instances of psychological distress with an accuracy of 79.5% and unveiled patterns linking academic stress and adjustment difficulties to mental health issues. Our research underscores big data’s role in enhancing mental health interventions, providing the groundwork for more individualized and effective mental health services in academic settings.

Academic Adjustment Issues in a Malaysian Research University: The Case of Cambodian, Laotian, Burmese, and Vietnamese Postgraduate Students' Experiences

Academic Adjustment Issues in a Malaysian Research University: The Case of Cambodian, Laotian, Burmese, and Vietnamese Postgraduate Students' Experiences

Cognitive Distortions and College Adjustment of First Year Students in Samar State University

The transition to college is challenging, often linked to adjustment difficulties and mental health risks. This mixed-methods sequential explanatory study examined factors impacting these difficulties among freshmen, focusing on cognitive distortions (illogical thinking patterns). Quantitative results reveal a significant relationship between socio-economic factors, cognitive distortions, and adjustment difficulties. Qualitative interviews then identified five key themes: academic adjustment difficulties, financial stress, career choice difficulties, social adjustment difficulties, and psychological distress. These themes illustrate how socio-economic pressures and negative thought patterns manifest in specific challenges faced by students. These findings underscore the need for comprehensive support programs addressing both financial and psychological well-being, as well as targeted interventions focusing on cognitive restructuring and coping skills development to facilitate a smoother transition to college life.

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

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

Impact of Emotional Intelligence on Academic Adjustment of First-Year Management Undergraduates of State Universities in Sri Lanka

The purpose of this study was to investigate the impact of emotional intelligence on academic adjustment of first-year Management undergraduates of State Universities in Sri Lanka. To achieve this purpose, the researcher established three basic questions. Those are to explore the existing level of Emotional Intelligence on Academic Adjustment, relationships between Emotional Intelligence and Academic Adjustment, and the impact of Emotional Intelligence on Academic Adjustment of first-year Management undergraduates of State Universities in Sri Lanka. A structured questionnaire was used as the method of data collection and a sample of 347 first-year management undergraduates in state universities were selected using a stratified sampling method, through Morgan Table. The researcher considered three state universities in Western Province, Sri Lanka: University of Kalaniya, University of Sri Jayewardenepura, and University of Colombo. Quantitative research approach was used for this study. The data were analyzed using reliability analysis, validity analysis, descriptive statistics, correlation, and regression analysis. The result indicated that Appraisal and Expression of Emotions, Regulation of Emotions, and Utilization of Emotion are in high level among selected respondents. Also, results indicated that emotional intelligence has a strong positive relationship with academic adjustment among first-year undergraduates of state universities in Western Province, Sri Lanka. Further, regression results reveal that Appraisal and Expression of Emotions (0.330), Regulation of Emotions (0.117), and Utilization of Emotion (0.146) significantly impact on Academic Adjustment among first-year management undergraduates of state universities in the western province, of Sri Lanka.

Students academic adjustment and science learning motivation at the university level

Students academic adjustment and science learning motivation at the university level