College Student Adjustment Research Articles

Designing a model to improve first year student adjustment to university

A B S T R A C T The increase in the number of universities for the last decade in Iran increases the need for higher education institutions to manage their enrollment, more effectively. The purpose of this study is to design a model to improve the first year university student adjustment by examining the effects of academic self-efficacy, academic motivation, satisfaction, high school GPA and demographic variables on student's adjustment to university. The study selects a sample of 357 students out of 4585 bachelor first year student who were enrolled in different programs. Three questionnaires were used for collection of data for this study, namely academic self-efficacy, academic motivation and student satisfaction with university. Structural equation modeling was employed using AMOS version7.16 to test the adequacy of the hypothesized model. Inclusion of additional relationship in the initial model improved the goodness indices considerably. The results suggest that academic self-efficacy were related positively to adjustment, both directly (B=0.35) and indirectly through student satisfaction (B=0.14) and academic motivation (B=0.9). The results indicate a need to develop programs that effectively promote the self- efficacy of first year student of student to increase college adjustment and consequently retention rate.

Freshman year mental health symptoms and level of adaptation as predictors of Internet addiction: A retrospective nested case-control study of male Chinese college students

A retrospective nested case-control study was designed to explore whether freshman year mental health status and level of adaptation are predictors of Internet addiction. The study cohort was 977 college students at a university in northwest China. In the first college year, the students' mental health status and adaptation level were assessed using the Chinese College Student Mental Health Scale (CCSMHS) and the Chinese College Student Adjustment Scale (CCSAS). In the following 1–3 years, 62 Internet-addicted subjects were identified using Young's 8-item diagnostic questionnaire. Controls were matched for demographic characteristics. Using logistic regression analysis, freshman year mental health status, including factors such as somatization, anxiety, depression and self-contempt, and freshman year adaptive problems were found to be causal factors and predictors of Internet addiction. Freshman with features of depression, learning maladaptation and dissatisfaction could be an important target-intervention population for reducing Internet addiction.

ADHD Symptoms and Academic Adjustment to College

Objective: The primary aim of this study was to examine relationships among parenting style, symptoms of ADHD, and academic adjustment in college students. Specifically, we investigated whether parenting style may act as a buffer in the negative relationship between ADHD symptoms and academic adjustment. Method: Participants were 200 undergraduate students attending a large public university. Questionnaires measuring their ADHD symptoms, parent’s parenting style, and academic adjustment were completed. Results: Results indicated small but significant moderation effects for authoritarian parenting and authoritative parenting on the relationship between ADHD symptoms and academic adjustment. Conclusion: Although research has revealed that different parenting styles may relate to different outcomes in children with ADHD, for young adults, the effects of parenting on academic adjustment may be diluted. Future research should investigate variables that may be more salient predictors of functional outcomes for this population, such as organizational skills.

Promoting Psychosocial Adjustment and Stress Management in First-Year College Students: The Benefits of Engagement in a Psychosocial Wellness Seminar

Objective/Methods: This research evaluates the effectiveness of a psychosocial wellness seminar for first-year college students, from 2009 to 2011, using an 8-month prospective quasi-experimental design. Participants/Results: Compared with controls (n = 22) involved in an alternative seminar, intervention participants (n = 29) showed no differences at baseline, but reported significantly greater perceived improvements over the course of the intervention, in psychosocial adjustment and stress management. Furthermore, specific aspects of intervention engagement (attendance and student-rated skills practice, but not didactic mastery or facilitator-rated skills practice) differentially predicted beneficial outcomes: (1) psychosocial adjustment (increases in psychosocial well-being, decreases in psychological distress), after adjusting for baseline levels of these outcomes; (2) college-related stress management (lower college-related stress, greater adaptation to college); and (3) perceived improvements in psychosocial adjustment and stress management. Conclusions: This research indicates promising avenues for programmatic efforts to promote psychosocial adjustment and stress management in college students, during this critical developmental juncture.

간호대학신입생의 정서인식, 정서표현, 정서표현양면성이 대학생활적응에 미치는 영향

본 연구는 간호대학신입생의 정서인식, 정서표현, 정서표현양면성과 대학생활적응을 확인하고 대학생활 적응에 영향을 미치는 요인을 파악하고자 수행되었다. 연구대상은 4년제 대학 2곳에 재학 중인 간호학과 신입생 159명이었고, 구조화된 설문지를 이용하여 2012년 5월 20일부터 6월10일까지 자료조사를 실시하였다. 대학생활적응은 정서주의와 정서명명과는 유의미한 양의 상관관계를 보였고, 긍정표현에 대한 양면성과 부정표현에 대한 양면성과는 유의미한 음의 상관관계를 나타냈다. 대학생활적응에 가장 큰 영향을 미치는 요인은 정서주의였으며, 정서주의, 긍정표현에 대한 양면성, 부정표현에 대한 양면성, 정서명명은 대학생활 적응에 대해 31.8%의 설명력을 나타내었다. 간호대학신입생의 대학생활적응 향상을 위해서 정서인식 및 정서표현양면성을 돕는 교육 프로그램의 개발이 필요하다. This study was done to investigate emotional awareness, emotional expressiveness, ambivalence over emotional expressiveness, and college student adjustment, to analyze the factor affecting college student adjustment. The subjects were 159 freshman nursing students. Data were collected through structured questionnaires from May 20 to June 10, 2012. Data analysis was done using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS WIN v 18.0. Positive correlation were found between college student adjustment and mood monitoring as well as mood labeling. On the other hand, ambivalence over positive emotional expressiveness and ambivalence over negative emotional expressiveness were significantly negative correlation with college student adjustment. In addition, mood monitoring, ambivalence over positive emotional expressiveness, mood labeling, and ambivalence over negative emotional expressiveness accounted for 31.8% of variance in college student adjustment. The results of this study suggest that programs for promoting emotional awareness and reducing ambivalence over emotional expressiveness are important for college adjustment in freshman nursing students.

Self-Leadership dan Penyesuaian Akademik Mahasiswa Baru

Abstract. New students often encountered obstacles, especially adapted to the academic environment. For being well adjusted students need the ability of self-leadership. Based on that reason, this research aims to test a correlation between self-leadership and academic adjustment in college students in the first year. Subjects of the study were 93 freshman classes at the some public universities located in Surabaya. Data were collected by questionare and Likert scale. Further, the data were analyzed by the Pearson product moment correlation. Results showed positively correlation between self-leadership and students’ academic adjustment at the first year. Keywords: self-leadership, students’ academic adjustment

Social support: main and moderating effects on the relation between financial stress and adjustment among college students with disabilities

Students with disabilities are underrepresented in 4-year colleges and universities in the United States and those that do attend are at an increased risk of performing poorly in these settings. These difficulties for college students with disabilities may be compounded by additional stress related to financial concerns. The current study was designed to investigate the effects of social support on the adjustment of college students with disabilities generally, and among college students experiencing financial stress specifically. Results indicated that two types of social support (total support and satisfaction with support) had positive effects on the post-secondary adjustment of college students with disabilities. Moreover, both forms of support moderated the effects of financial stress on some, but not all, indicators of adjustment. The implications of these findings for future research and practice are discussed.

Not All Those Who Wander Are Lost: Examining the Impact of Sojourner Adjustment and Drinking Motives on Alcohol Consequences Experienced by Americans Studying in Foreign Countries

American students studying in foreign countries represent a unique group at risk for increased and problematic drinking. Examination of risk and protective factors for negative alcohol-related consequences can lead to the development of efficacious preventive interventions for reducing high-risk drinking while abroad. The present study examined the relationship between sojourner adjustment (i.e., the sociocultural and psychological adjustment of short-term residents in foreign environments), drinking motives, and alcohol-related consequences. Participants were 248 college students (81% women) who recently completed study-abroad trips and completed online surveys about their drinking motives and behavior, alcohol-related consequences, and sojourner adjustment. In general, positive sojourner adjustment (i.e., social interaction with host nationals, language development and use, and host culture identification) was protective against negative consequences, whereas negative sojourner adjustment (i.e., social interaction with co-nationals and homesickness/feeling out of place) was associated with increased reporting of consequences. Unexpectedly, the positive sojourner adjustment factor of cultural understanding and participation was associated with greater alcohol-related consequences. Social motives for drinking also predicted consequences. Drinking motives moderated several of the relationships between sojourner adjustment and consequences. Interest in and adoption of the host country culture may protect against problematic alcohol use; however, this may vary based on students' reasons for drinking. These findings support the need for further examination of sojourner adjustment in college students abroad and indicate potential areas for development of preventive interventions.

Participación extracurricular, ajuste y rendimiento académico en la Educación Superior: Un estudio con estudiantes portugueses

Involvement in extra-curricular campus activities has been underlined as an important factor in promoting the adjustment, success and development of students during their university course. The present study analyses the academic experience, achievement and adjustment of university students through the comparison of three groups: (i) students without any involvement in extra-curricular campus activities; (ii) students involved in University Governing Bodies; and (iii) students involved in Student Union activities. At the beginning of the second semester, selected students of the University of Minho (N=223) responded to a questionnaire - Academic Experiences Questionnaire (AEQ; Almeida and Ferreira, 1997) - and a short questionnaire about their diligence in classes and their involvement in extra-curricular campus activities. The results obtained in the three groups were statistically related to certain dimensions of their academic adjustment process, as well as to their academic achievement. Significant statistical contrasts are noticeable when students with no involvement in extra-curricular activities are compared with those involved in Student Union administration, sports, cultural and social activities. The latter group presents lower class diligence and academic achievement.

Mediating Effect of Outcome Expectations in the Relationship of Academic Self-Efficacy to Major Adjustment of College Students

Mediating Effect of Outcome Expectations in the Relationship of Academic Self-Efficacy to Major Adjustment of College Students

Coping Flexibility, Potentially Traumatic Life Events, and Resilience: A Prospective Study of College Student Adjustment

College has been shown to be a particularly stressful time both due to unique emergent stressors and because of increased vulnerability for exposure to potentially traumatic events (PTEs). Both of these conditions are associated with heightened risk for the development of stress-related pathology. However, while this period may be particularly challenging, previous work shows most students adapt in a number of heterogeneous ways that result in little or no stress-related symptomatology over the four years of college. There is indication from the coping literature that the ability to flexibly move between multiple coping behaviors may foster resilient outcomes. In this study, we examined trajectories of distress, using Latent Growth Mixture Modeling, and whether flexible coping aids in adaption. Results showed that trajectories were not influenced by exposure to a PTE and that the common outcome was little or no distress over the four years of college. Flexible coping was strongly associated with a resilie...

Negative life events and mental health of Chinese medical students: The effect of resilience, personality and social support

The present study was conducted on a large sample of Chinese medical students to test the moderating effect of resilience between negative life events and mental health problems, and investigate the factors that affect the mental health problems of the students. The Adolescent Self-Rating Life Events Check List, Eysenck Adult Personality Questionnaire-Revised, Social Support Rating Scale, Connor-Davidson Resilience Scale, and Symptom Check List were adopted for a survey with 1,998 Chinese medical students as respondents. Mental health problems had a positive correlation with negative life events and neuroticism. On the other hand, mental health problems had a negative correlation with social support, extraversion, and resilience. Regression analysis showed that resilience moderated negative life events and mental health problems. Promoting resilience may be helpful for the adjustment of college students.

Effects of Self-esteem, Emotional Intelligence and Social Support on College Adjustment in First Year Nursing College Students

Purpose: The purpose of this study was to investigate the effects of self-esteem, emotional intelligence and social support on college adjustment in first year students in nursing. Methods: The participants were 270 first year nursing college students. Data were collected from September 5 to 12, 2011 and analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and multiple regression with SPSS 18.0. Results: A positive correlation was found between college adjustment and self-esteem as well as emotional intelligence. The strongest predictor of college adjustment was satisfaction with nursing as a major. In addition, self-esteem, emotional intelligence, age, club membership, frequency of contact with faculty, and satisfaction with school life accounted for 57% of variance in college adjustment. Conclusion: The results of this study suggest that programs promoting satisfaction with nursing major and appropriate counseling and academic guidance for nursing students are important for college adjustment in college nursing students.

Optimism–pessimism and adjustment in college students: Is there support for the utility of a domain-specific approach to studying outcome expectancies?

Over the past 30 years, researchers have increasingly focused on the study of general optimism–pessimism. In this research, we examined the validity and usefulness of a domain-specific model of optimism–pessimism. We examined whether the addition of domain-specific measures of optimism–pessimism would add to the prediction of self-reported GPA, health status, family life satisfaction, financial satisfaction, and general life satisfaction. Results of regression analyses indicated that domain-specific optimism–pessimism added significantly, beyond general optimism–pessimism, in predicting each of these outcomes. Some implications for research and practice are discussed.

Understanding the link between perfectionism and adjustment in college students: Examining the role of maximizing

The present study examined the relations between perfectionism, maximizing, and psychosocial adjustment in a sample of 331 college students. Consistent with past research, perfectionism was found to be associated with adjustment (viz., life satisfaction, emotional exhaustion, depersonalization, & low personal accomplishment). Results of regression analyses indicated that even after controlling for maximizing, perfectionism continued to account for a significant amount of additional unique variance in each adjustment measure. Implications of the present findings for future research are discussed.

College Students' Use of Electronic Communication with Parents: Links to Loneliness, Attachment, and Relationship Quality

Despite the ubiquitous use of new communication technologies, gaps in our knowledge remain regarding who is likely to rely on particular technologies and potential ramifications of these forms of communication on individuals' relationships and adjustment. In an online survey, 211 college students reported on their use of electronic communication with a parent who they identified as their closest family member. Results indicated that students who report more frequent phone conversations with parents also report more satisfying, intimate, and supportive parental relationships, but those students who use a social-networking site to communicate with parents report higher levels of loneliness, anxious attachment, as well as conflict within the parental relationship. The findings offer new evidence on how electronic communication technology with parents is related to adjustment in college students. Our study also suggests that further research is needed using longitudinal designs to understand better young adults' use of technology to communicate in today's society.

Longitudinal Associations Between Personality Profile Stability and Adjustment in College Students: Distinguishing Among Overall Stability, Distinctive Stability, and Within‐Time Normativeness

In the present study, longitudinal associations of 3 aspects of personality profile stability (i.e., overall stability, distinctive stability, and within-time normativeness) with 3 adjustment measures (i.e., depressive symptoms, self-esteem, and delinquency) were examined, using 4 waves of longitudinal data on a Belgian college sample (N=565). Longitudinal path models revealed strong longitudinal associations between adjustment and overall stability. Subsequent analyses showed that it is not the degree to which one's personality profile consistently diverges from the average personality profile within a population (i.e., distinctive stability) that is related to adjustment but the degree to which a personality profile of an individual matches the average personality profile within the sample at a certain point in time (i.e., within-time normativeness). The current study thereby underscores the importance of distinguishing normativeness and distinctiveness when examining personality profile stability.

Relations of autonomy and adjustment in Iranian college students: a cross-culture study of self-determination theory

The objective of this study was to examine the relationships of autonomy with adjustment among Iranian samples. Two hundred and fifteen (215) Iranian college students were tested using the Self-Determination Scale to measure autonomy and, the General Health Questionnaire to measure adjustment. Negative correlations were found between autonomy and depression (r=-.30), anxiety (r=-.27), somatic symptoms (r=-.21), and social dysfunction (r=-.18). The results are discussed in terms of the Iranian context and culture.

Examining the Effects of Residence and Gender on College Student Adjustment in Iran: Implications for Psychotherapists

This study examined the effects of on-campus residence, in comparison with commuter status, on academic performance, vocational commitment, self-efficacy, and perceptions of the college environment among female and male Iranian students at Shiraz University, Iran. The study sought to extend previous work investigating the effects of college residence on adjustment by testing these effects with a national population that has received relatively little attention in the extant counseling literature. Nearly all previously published studies exploring these phenomena have focused exclusively on college students in the United States. We found that residential living had positive effects on student adjustment and academic performance and that these effects were mediated by gender. Implications of these findings for the college psychotherapy and student development knowledge base, college and university psychotherapists working with international students and American students of Middle Eastern and Northern African descent in the United States, and college counseling professionals working in Middle Eastern and North African nations, as well as critical limitations of the study, are discussed.

The Role of Intragroup Marginalization in Latino College Student Adjustment

The purpose of this article is to examine how intragroup marginalization has a potential impact on Latino college students’ psychological adjustment. The concept of intragroup marginalization in this context relates to the perceived rejection of students by persons of their heritage culture group in response to the students’ acculturation efforts in regard to the college culture. Counselors can facilitate college success of Latino students by addressing acculturative stressors. Intragroup marginalization and its relationship to Latino college student adjustment is illustrated and discussed through a vignette.