College Student Adjustment Research Articles

Reduction of Social Anxiety and Increase in Academic Adjustment through Motivational Enhancement Therapy in Freshmen College students in Indonesia

Academia in college is different from high school because college students will meet people who have different cultures, personalities, points of view, and interests. Personal adjustments are essential for these college students in this different scenario. Not only can it boost social interaction but it will help how to be persistent and resilient in their academic life. Failure to develop personal adjustments could turn the college students into anxiety in their social interaction which freshman students may encounter when they face the changes in their environment and culture. An attempt to increase personal adjustment and decrease social anxiety through Motivational Enhancement Therapy (MET) is possible. There are five stages used in MET, that are pre-contemplation, contemplation, preparation, action, and maintenance. This study used an experimental method with one group of pretest and post-test design which included 100 freshman college students. This research aims to know the effect of MET treatment on reducing social anxiety and increasing personal adjustment in freshman college students in Indonesia. The instruments are the Social Anxiety Scale (La Greca & Lopez, 1998) which consists of 18 items, and the adjustment scale (Haber & Runyon, 1984) which consists of 25 items. The analysis in this study is a paired sample t-test that examines a decrease in social anxiety and an increase in personal adjustment before and after being given MET treatment. The results revealed that MET significantly reduced social anxiety and increased personal adjustment in freshman college students in Indonesia. The results have been discussed and recommendations are given.

Exploring Emotional Intelligence and College Adjustment in Final-Year College Students

This study aims to analyze the relationship between the dimensions of college adjustment and domains of emotional intelligence among final-year students (7th semester) with the Merdeka Belajar Kampus Merdeka (MBKM) curriculum. This research used a correlational method with a non-experimental quantitative approach. The study respondents were final-year students of the Faculty of Psychology, Padjadjaran University, who participated in MBKM activities outside the university during the sixth semester and resumed regular classes during the seventh semester. Among 72 eligible students, 67 participated in the study. The instruments used to measure college adjustment and emotional intelligence were the translated version of Student Adaptation to College Questionnaire (SACQ) and an instrument based on Goleman's emotional intelligence theory, respectively. Correlation tests were conducted using the Pearson Product Moment. The findings revealed a significant positive correlation between college adjustment and emotional intelligence (r = 0.410, p < 0.05). Furthermore, the analysis proved correlations among certain dimensions of college adjustment and domains of emotional intelligence. The implications highlight the role of MBKM activities in enhancing students' skills to support their adaptation and emotional intelligence.

Autonomy-supportive parenting as a moderator of associations between ethnic and racial identity processes and psychological adjustment during college.

The purpose of this study was to test the roles of ethnic and racial identity (ERI) processes and autonomy-supportive parenting on college students' psychological adjustment. American college students of color (N = 505) completed questionnaires assessing ERI exploration and commitment, autonomy-supportive parenting, and psychological adjustment (self-esteem, depressive symptoms). Key variables were operationalized as latent constructs, and main and interaction effects were tested using the latent moderated structural equation modeling approach. Higher levels of ERI commitment (but not exploration) and parental autonomy support each uniquely predicted higher levels of self-esteem and lower levels of depressive symptoms. Parental autonomy support moderated associations between ERI processes and psychological adjustment, and the nature of moderation did not differ across Black and Latino/a/x students. Supporting the psychological adjustment of college students of color necessitates acknowledging the importance of both parental and institutional efforts to encourage students' autonomy strivings and ERI processes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Bullying-Victimization, Resilience, and Adjustment in College Students

Background: Bullying and victimization remained severe and widespread issues in schools and colleges, and its occurrence has been well recognized via a large scale national and international studies (Konishi et al., 2009). The current study aimed to examine the relationship between bullying-victimization, resilience, and students’ adjustments (academic, social and psychological). Furthermore, the mediating role of resilience between bullying-victimization and adjustments. Subjects and Methods: This correlational study was conducted through an online survey and a sample of 200 college students, between the age of 15 to 20, was taken through purposive sampling technique. For assessment purpose, Connor-Davidson Resilience Scale, The Multidimensional Peer-Victimization Scale, and Student Adaptation to College Questionnaire were used. The results and demographic details were retrieved using SPSS version 20. Results: The results indicated that bullying-victimization has a negative relationship with resilience (p < .05) and students’ adjustments. However, resilience was found to be significantly and positively associated with students’ adjustments (p < .01). The findings of Kaiser-Meyer-Olkin and Bartlett’s Test of Sphericity showed the appropriateness of sample data for conducting factor analysis. Mediation analysis revealed that resilience significantly mediates between bullying-victimization and adjustments. Conclusion: It was concluded that bullying-victimization has a negative relationship with resilience and students’ academic, social and psychological adjustments. Furthermore, resilience is positively associated with students’ adjustments. Moreover, resilience mediates the relationship between bullying-victimization and adjustment.

Negative life events and college students' adjustment: the mediating role of self-esteem and the moderating role of grade.

The present research explored the relationship among negative life events, self-esteem, grade, and adjustment of college students. In total, 1,717 college students were investigated by the adolescent life events scale, Rosenberg self-esteem inventory, and Chinese college students' adjustment scale. The results showed that negative life events were negatively correlated with self-esteem and college students' adjustment. Moreover, self-esteem was positively correlated with college students' adjustment. Negative life events significantly negatively predicted college students' adjustment, and self-esteem mediated the relationship between negative life events and college students' adjustment. Grade moderated the effects of negative life events on college students' adjustment. These findings have broad implications for college students' mental health.

Content Innovation and Strategy Dynamic Adjustment of College Students’ Civic and Political Education Based on the Empowerment of Intelligent Algorithm

Content Innovation and Strategy Dynamic Adjustment of College Students’ Civic and Political Education Based on the Empowerment of Intelligent Algorithm

The Relationship between Social Adjustment and Depression in College Students: The Mediating Role of Psychological Resilience

The Relationship between Social Adjustment and Depression in College Students: The Mediating Role of Psychological Resilience

Exploration of Factors Influencing the Psychological Adjustment of First-Year College Students Based on Multivariate Data Analysis

Abstract This study emphasizes the critical role of psychological adaptation in the growth and development of college students, a cornerstone of successful higher education. We identify critical challenges by exploring first-year students’ psychological adjustments to their new academic environments and propose targeted strategies to enhance their integration into university life. Utilizing a questionnaire-based analysis to pinpoint areas of psychological misadjustment, our research offers practical solutions to facilitate smoother transitions for students, thereby improving the overall effectiveness of college education.

Music education curriculum design based on the adjustment of college students’ mental health

Music aesthetic education can affect people’s emotions through hearing, thereby directly affecting their hearts, sublimating their emotions, and eventually purifying their hearts. Music can enrich college students’ imagination and also make them fully relaxed, thereby making their personality livelier and more cheerful and enabling them to better complete their learning tasks. This study proposes a curriculum design of music education based on the research on the regulating effect of music education on college students’ mental health (MH). Results indicated that music aesthetic appreciation has evident intervention effect on the overall level of MH and interpersonal sensitivity, anxiety, and terror of the experimental group. Accordingly, the curriculum of music education in colleges and universities runs through the appreciation of classic classics with a vertical line of music historical development. Hence, students are able to appreciate popular songs and also understand the musical styles and aesthetic orientations in certain stages of music development. Therefore, the proposed music education course takes the adjustment of college students’ MH as the guiding ideology, emphasizes the main position of students’ MH, encourages students to actively construct knowledge, strengthens cooperation and communication, and better completes teaching tasks.

The Effect of Friend Support and Family Support on the Adjustment of First Year College Students

Abstract: Adjustment is the process of adapting to changes in the environment, which may be mental, physical and occupational. It also refers to being able to balance out conflicting needs, or bringing back the state of homeostasis. A well adjusted person is able to adapt to their surrounding efficiently, in a healthy way and is able to perform the tasks expected of them, and are able to have valuable contributions towards their friends, family, peers and the society at large. It was found that both family support and peer support were positively correlated to the overall adjustment of first year college students. However, family support and adjustment had a higher correlation (0.266) as compared to the correlation between friends support and adjustment ( 0.259). This can be alluded to the fact that India is a collectivistic country, and family support and values have a higher priority than the support of friends and acquaintances.

Thinking Styles and Creativity: The Mediating Role of Psychological Adjustment in College Students.

The observation and cultivation of university students' creativity have always been of enormous concern to the Chinese government. The present research delved into the influence of three dimensions of the Chinese thinking style (Interconnection, Change, and Contradiction) on creativity and the mediating role of psychological adjustment in college students. Specifically, Study 1 investigated the relationship between university students' thinking styles and creativity through self-reported questionnaires. The results revealed that the thinking style of interconnections had a significant positive effect on creativity among university student groups, while the change dimension significantly negatively affected creativity. The relationship between the dimension of contradiction and creativity did not show significance. Study 2 manipulated thinking style by priming techniques, priming university students' thinking styles of interconnections (Study 2a) and change (Study 2b), and verified the mediating role of psychological adjustment between thinking styles and creativity. Aside from replicating the findings of Study 1, the results showed that university students' psychological adjustment mediated the positive effect of interconnections on fluency and the negative effect of change on fluency. These results and findings can provide a theoretical and practical reference for our government to cultivate university students' creativity.

Adjustment of college students and high school students who like watching Korean dramas

Adjustment of college students and high school students who like watching Korean dramas

Validity and reliability of the Persian version of the machiavellian personality scale and its association with social adjustment and risky behaviors in Iranian college students

ObjectiveThe present study aims to develop and assess the psychometric properties of the Persian version of the Machiavellian Personality Scale (P-MPS), and evaluate its relationship with social adjustment and risky behaviors in Iranian college students.MethodsParticipants were 500 healthy college students (270 females and 230 males) from medical and non-medical universities in Sanandaj, Iran. They completed the P-MPS, the social adjustment subscale of the Bell Adjustment Inventory, and the Youth Risk Behavior Surveillance System (YRBSS) questionnaire. The factor structure of the P-MPS was evaluated by exploratory factor analysis followed by confirmatory factor analysis (CFA). Cronbach’s alpha coefficient was used to examine the internal consistency of the P-MPS and Pearson correlation test was used to investigate the relationship of the P-MPS score with the scores of social adjustment subscale and YRBSS.ResultsThe P-MPS showed good content validity (Content validity ratio = 0.73, content validity index = 0.90), construct validity, and internal consistency (α = 0.802). The CFA results supported the four-factor solution of the questionnaire. The total score of P-MPS and its dimensions showed a significant negative relationship with social adjustment (p < 0.05). Moreover, its score was significantly correlated with risky behaviors (p < 0.05).ConclusionThe Persian version of MPS can be used for assessing Machiavellianism in the Iranian population.

Social adjustment in college students: a case study of Imphal city

Social adjustment in college students: a case study of Imphal city

대학생의 우울과 대학생활적응과의 관계에서 대인관계 만족도의 매개효과

Objectives The purpose of this study was to identify the mediating effect of interpersonal satisfaction in the relationship between depression and college life adjustment in college students, and to provide basic data for the development of programs to improve college students' adjustment to college life.&#x0D; Methods This study collected data from 210 university students in regions located in A and D between June 2022 and August 2022. To analyze the data, differences between variables according to the subjects' general characteristics were analyzed using t-tests and ANOVA, while the correlation between variables was analyzed using Pearson's Correlation Coefficient. To analyze the mediating effect of interpersonal satisfaction in the relationship between depression and college life adjustment, hierarchical multiple regression analysis was performed.&#x0D; Results The average depression score was 0.45, the average interpersonal satisfaction score was 3.73, and the average college life score was 3.34. Depression significantly varied in terms of grade(F=5.252, p=.006), self-rated health(t=-3.664, p&lt;.001) and residence type(F=3.171, p=.025). Interpersonal satisfaction in the relationship was significantly different in terms of age(t=2.755, p=.006), self-rated health(t=3.953, p&lt;.001), residence type(F= 7.640, p&lt;.001). Adjustment to college life significantly different varied in terms of age(t=3.362, p=.001), self-rated health(t=4.080, p&lt;.001), academic performance(F=9.642, p&lt;.001), and smoking status(t=2.384, p=.018). The subject's adjustment to college life was significantly correlated with depression (r=-0.314, p&lt;.001) and interpersonal satisfaction (r=-0.447, p&lt;.001). Interpersonal satisfaction was found to have a complete mediating effect on the relationship between depression and college life adjustment.&#x0D; Conclusions It is important to prioritize strategies that aim to reduce depression and improve interpersonal satisfaction as factors that influence college students' adjustment to college life.

Pemisahan Psikologis dan Penyesuaian Diri di Kehidupan Kampus pada Mahasiswa Baru yang Merantau

The purpose of this study was to determine the relationship of psychological separation and college adjustment in migrated new college students. The method used in this research is quantitative correlational. There are three sample criteria used: new students active in tertiary institutions, migrated students and single. The sampling technique used was accidental sampling with a total of 769 respondents. This study uses two scales that have been through the stages of adaptation, namely Psychological Separation Inventory (PSI) and Inventory of New College Student Adjustment (INCA). The hypothesis testing technique used is the Pearson product moment correlation with a result of pearson correlation 0.322 and p-value 0,000 (p &lt;0.05). The results showed there is a positive relationship between psychological separation and college adjustment in migrated new college students

Effects of Learned Helplessness on College Life Adjustment of Health College Students during the COVID-19 Pandemic

Objectives: This study aimed to identify the learned helplessness felt during COVID-19 as a basis for understanding the correlation with actual college life adjustment. Furthermore, the study aimed to develop strategies to enhance student adjustment to college life.Methods: A total of 284 college students in the nursing and emergency medical service department were given a questionnaire on learned helplessness and college life adjustment. The data were analyzed through the SPSS 23.0 program.Results: The college life adjustment score were significantly higher in the nursing department, the senior, high grades, and high major satisfaction. The learned helplessness and college life adjustment of health college students were negatively correlated. The effects of learned helplessness on the participant’s college life adjustment were lacking in confidence, lack of control, passivity, and lack of responsibility. The explanatory power of the model was 60.3%.Conclusions: Based on the results of this study, it is necessary to develop and apply various programs for health college students to reduce learned helplessness and increase college life adjustment.

Ron E. Franco Durán (1963-2022).

This article memorializes Ron E. Franco Durán (1963-2022), an associate professor in the Los Angeles Clinical Psychology PhD program at Alliant International University. Franco Durán's education and academic careers are summarized. It is noted that he was faculty sponsor to the Latino Student Association and advised dissertations for many Latinx and other Black, Indigenous, (and) People of Color (BIPOC) students. Following a life-altering stroke in 2016, Ron remained committed to community work centered on people with chronic medical conditions and systemic factors related to academic and social adjustment of first-generation college students. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Autistic traits are linked with school adjustment among Chinese college students: the chain-mediating effects of emotion regulation and friendships

Numerous emerging adults are inclined to go to college, but the different life and learning environment of college can be a challenge, particularly those with autistic traits such as poor social skills, poor communication skills, and so on. Few studies have explored the mechanism underlying the association between autistic traits and school adjustment in college students. This study sheds light on this topic. A sample of 1,381 Chinese college students completed surveys about autistic traits, school adjustment, emotion regulation, and friendships. The results showed that there were significant correlations between autistic traits, emotion regulation, friendships, and school adjustment. Emotion regulation and friendships were found to play a chain-mediating role in the association between autistic traits and school adjustment. The results indicate that to help college students to better adapt to school life, it is critical to pay attention to their autistic traits, emotion regulation ability, and friendships.

Peer Pressure, Academic Stress and Goal Adjustment in Day Scholars and Hostelite College Students

The current study aimed to investigate the gender differences in peer pressure, academic stress, and goal adjustment in day scholars and hostelite college students. A cross-sectional survey research design and convenience sampling strategy were used. Data were collected from 300 college students (day scholars = 171 and hostelites = 129) with a mean age of 17.26(0.86) years of day scholars and a mean age of 17.57(0.91) of hostelites from various public and private colleges, Lahore. For this purpose, Peer Pressure Inventory (Kiran-Esen, 2003) was used to measure peer pressure, Academic stress was measured by using Academic Stress Scale (Kim, 1970) and Goal Adjustment Scale (Wrosch, Scheier, Miller, Schulz, &amp; Carver, 2003) used to measure goal adjustment and demographic information was also obtained. Reliability analysis, independent samples t-test, and Two-way MANOVA were applied. A t-test revealed that day scholar college students experience more direct peer pressure and academic stress. They are more tend to disengage in unattainable goals and are more inclined to reengage in attainable goals rather than hostelite college students. Two-way MANOVA depicted that day scholar boys assume direct peer pressure and they more disengage in unattainable goals and reengage in attainable goals as compared to day scholar girls and hostelite girls and boy college students. The current study will give insight to related educational governing bodies to introduce effective educational methods and a sound environment for students where they can deal with academic stress effectively and be more involved in goal reengagement.