College Adjustment Research Articles

Effects of Communication Competence, Empathy Ability and Problem-solving Skills on College Adjustment in Nursing College Students

Effects of Communication Competence, Empathy Ability and Problem-solving Skills on College Adjustment in Nursing College Students

Pengaruh Coping Stress dan College Adjustment terhadap Academic Achievement pada Mahasiswa Unpad Tingkat Pertama

The aim of this study is to determine the effect of coping stress and college adjustment on academic achievement, of the first-year Unpad students. The approach that used to test the research hypothesis is a quantitative approach with multiple regression analysis techniques. The subjects in this study were 363 Unpad students that still in their first-year research sampling technique uses probability sampling technique with cluster sampling method so that researchers get a sample that can represent the population of Unpad students. Data was obtained through Cope Inventory (Carver, Scheier, and Weintraub, 1989) that have been adapted by Sentani (2016) to measure coping stress, SACQ (Baker & Siryk, 1986) which has been adapted by Hadiana (2016) to measure college adjustment and the GPA score to describe the academic achievement of Unpad students. In this study it was found that coping stress and college adjustment together were proven to have a significant effect on the academic achievement of Unpad first-degree students. The contribution of predictor (R2) coping stress and college adjustment was 5.9%. That is, the effect exerted is small. The dimensions that are proven to have positive effect on student academic achievement are problem focused coping of 6.6%, and academic adjustment of 0,4%. Meanwhile, one dimension is proven to have negative effect on student academic achievement is emotion focused coping of 9,1%.

Mediating Effects of Insecure Adult Attachment and Nunchi on the Relationship between Life Stress and College Adjustment in College Students

Mediating Effects of Insecure Adult Attachment and Nunchi on the Relationship between Life Stress and College Adjustment in College Students

Prospective relationships between college adjustment, self-esteem, and mental health status among Chinese undergraduates

Objective: This three-wave longitudinal study tested the prospective relationships between college adjustment, self-esteem, and mental health status (ie, subjective well-being, anxiety, and depression). Participants: The study recruited 265 Chinese undergraduate students. Methods: Demographic, college adjustment, self-esteem, and mental health status data were collected. Results: College adjustment and self-esteem were moderate in magnitude and maintained a reasonable stability over time. College adjustment and self-esteem at Year 1 and Year 2, and mental health status at Year 3, were significantly correlated with each other. College adjustment at Year 1 and Year 2, and self-esteem at Year 1 significantly predicted mental health status at Year 3. Conclusions: Interventions to improve self-esteem and college adjustment may benefit long-term mental health outcomes.

Self-rated mental and physical health are prospectively associated with psychosocial and academic adjustment to college

Objective To examine prospective associations between physical and mental self-rated health (SRH), college generation status and college adjustment among first-year college students. Participants and methods: Eighty-seven first-year college students (41 first-generation college students) reported their SRH when starting college, and then, reported on psychosocial and academic adjustment and health behaviors midway through each semester. Results: Better physical and mental SRH were associated with better psychosocial adjustment in both semesters and academic adjustment in the fall but were generally not predictive of health behaviors. Specifically, better physical SRH was associated with less loneliness (fall: B = −.192, p = .048; spring: B = −.233, p = .008) and fewer anxiety symptoms in both semesters (fall: B = −.236, p = .011; spring: B = −.210, p = .014) and fewer depressive symptoms (fall: B = −.134, p = .016) and more fall semester credits (B = .965, p = .002). Better mental SRH was associated with greater sense of belonging (fall: B = .317, p < .001; spring: B = .242, p = .009), less loneliness (fall: −.210, p = .008; spring: B = −.181, p = .012), and fewer anxiety symptoms (fall: −.193, p = .011; spring: −.195, p = .006) in both semesters and higher fall semester grade point average (B = .129, p = .032). Independent effects of physical and mental SRH are also discussed. Largely, college generation status did not matter for college adjustment within this sample. Conclusions: Physical and mental SRH when starting college may be important indicators of psychosocial adjustment over the first year and academic adjustment in the fall.

The Mediating Effects of Grit in the Relationship between Mindsets and College Adjustment

The Mediating Effects of Grit in the Relationship between Mindsets and College Adjustment

Academic Adjustment and Interpersonal Support among University Students of Punjab

Adjustment to university is critical for academic success. The result of poor college adjustment is correlated with low academic performance, poor grades and failure later in life. This study was conducted to assess the academic adjustment and interpersonal support available to university students as well as the relationship between academic adjustment and interpersonal support. Total 480 university students were selected randomly from three purposively selected government universities of Punjab state, i.e., Guru Nanak Dev University, Amritsar (GNDU); Punjab Agricultural University, Ludhiana (PAU) and Punjabi University, Patiala (PUP).Academic Adjustment Scale by Baker and Sirk (1989) and Interpersonal Support Scale by Cohen et al. (1985) were used for the study. The results indicated that 2nd year university students perceived significantly better academic adjustment as well as appraisal support as compared to 1st year students and a significant positive correlation was found between academic adjustment and interpersonal support among 2nd year students.

Psychological flexibility profiles, college adjustment, and subjective well-being among college students in China: A latent profile analysis

This study used latent profile analysis to analyze the subgroups of psychological flexibility (PF) profiles based on key subcomponents of PF in college students, and how the subgroups were related to college adjustment and subjective well-being. A sample of 644 participants from a Chinese vocational college completed the questionnaires online. We found three distinct profiles of PF: high psychological flexibility (HPF), moderate psychological flexibility (MPF), and low psychological flexibility (LPF). College adjustment and subjective well-being were significantly different across the three PF profiles, with HPF individuals adjusting the best to college life and having the highest well-being, whereas LPF individuals adjusted the worst to college life and had the lowest well-being. Moreover, students from rural areas and students with siblings were characterized by LPF. The results of this study provide a new vision for understanding PF in college students using a person-oriented approach.

International Students' Acculturation and Adjustment to College: Suggestions for Turkey

The international student population is increasing gradually around the world as a result, international students require more attention in terms of their adjustment needs and acculturation experiences. Developed and developing countries' approaches to addressing international student adjustment needs can be different, yet regardless of the country's development status, colleges accept international students. Therefore, a greater understanding of acculturation and adjustment to college issues of international students is needed to provide optimal support for these students. To address this need, the first purpose of this article is determined as providing an overview of the concept of acculturation and its relation to international student college adjustment issues. Second, studies conducted with international students in Turkey reviewed and some conflicted findings were discussed. Third, considering the adjustment needs of international students in Turkey, practical suggestions presented for university policymakers, academics, advisors, as well as college employees working with international students such as counselors from university counseling centers.

Student Adaptation to College Survey: The Role of Self-Compassion in College Adjustment

The transition from high school to college can be a difficult adjustment for many students. Self-compassion, however, has been found to be associated with a range of positive psychosocial outcomes, and may also be associated with college adjustment. The goal of the present study was to examine the relationship between self-compassion and overall college adjustment. Fifty-seven female college students (M = 19.20 years, SD = 1.05) recruited from psychology classes participated in the study. Students completed the Self-Compassion Scale and Student Adaptation to College Questionnaire and responded to open-ended questions about their adjustment to college. Pearson’s correlations revealed significant linear associations between total self-compassion and overall college adjustment, r(57) = .28, p = .04, and between various subscales of self-compassion and college adjustment. Multiple regression analysis found that first-generation and commuter student status significantly predicted mindfulness, measured as a component of self-compassion, F(3, 52) = 3.47, p = .02, R2 = .17. Finally, hierarchical regression analysis indicated that, after controlling for student group status, higher levels of self-compassion were significantly associated with higher college adjustment scores, F(4,51) = 3.18, p = .02, R2 = .20. Analysis of the open-ended questions revealed 3 overarching themes regarding students’ beliefs about college adjustment: (a) the importance of friends, (b) the importance of parental support, and (c) the importance of self-kindness. Overall, this study contributed to the understanding of college adjustment by looking at the role of self-compassion. Preliminary considerations for interventions and resources aimed at promoting self-compassion and improving college adjustment are discussed.

Arrival Time Matters: The Effect of Biculturalism and Age of Arrival on College Adjustment

The present study aimed to examine how Chinese bicultural students adjust to college using the Bicultural Integration Identity (BII) framework and the ways BII interact with other variables. Seventy-five Chinese bicultural students between the age of 18 through 35 completed an online survey assessing their BII levels, social capital, acculturative stress, and college adjustments. Using regression analysis, participants’ BII levels were a positive indicator for their college adjustment, (p = .02, r² = .13), bridging social capitals (p = .01, r² = .11), and a negative indicator for acculturative stress related to discrimination (p = .03, r² = .12). Additionally, there was a significant interaction effect between BII levels and participants’ age of arrivals in the United States. BII levels were only a positive indicator of dependent variables for participants who arrived in the United States between the ages of 6 through 17. However, BII acted as a negative indicator for participants who arrived after 18 years old. This study revealed that BII levels improve students’ adjustment to college, but only for those who arrived in the United States during middle childhood and adolescence. Possible limitations and implications on students’ identity development and college transition were discussed.

College Transition Program for Student-Athletes (CTPSA): A Psychoeducational Group for Boys of Color

This article suggests a group intervention for student-athlete boys of color who intend to play sports in college. This group is a component of a larger proposed school-wide program, the College Transition Program for Student-Athletes (CTPSA). The CTPSA’s suggested group intervention offers school counselors a college readiness option to support the college application process, college adjustment, and transition for boys of color who are student-athletes. We discuss the group’s purpose, design, format, curriculum, and expected outcomes and present implications for school counselors and other counseling professionals.

A study on the relationship between attention deficit hyperactivity disorder, college adjustment, major satisfaction, and academic motivation in college students

A study on the relationship between attention deficit hyperactivity disorder, college adjustment, major satisfaction, and academic motivation in college students

A Study on Values and College Adjustment: the Case of C University

A Study on Values and College Adjustment: the Case of C University

Supplemental Material for The Dyadic Effects of Subclinical Paranoia on Relationship Satisfaction in Roommate Relationships and College Adjustment

Supplemental Material for The Dyadic Effects of Subclinical Paranoia on Relationship Satisfaction in Roommate Relationships and College Adjustment

Psychosocial influences on posttraumatic growth among university students following a mass murder.

To understand the range of psychosocial outcomes associated with a mass violence incident (MVI), there is a need to study posttraumatic growth (PTG). PTG is the experience of positive change that can result from contending with highly challenging life crises (Tedeschi & Calhoun, 1996). Studies have documented how characteristics of the individual, their trauma exposure, and how they cope or process the event can influence PTG. However, to our knowledge, none have addressed how the activities in which an individual may engage in following the trauma can influence PTG. Following a mass murder that impacted a university community, this study examined how pretragedy factors, objective exposure, psychosocial factors (e.g., core beliefs, posttraumatic stress symptoms, social support), and the posttragedy activities in which participants engaged may influence PTG. The posttragedy activities assessed were Mental Health Services, Informational Support, Grieving and Remembrance, Taking Action, and Coping Activities. Participants (N = 116; 68.1% female; 40% White, 31.3% Asian/Pacific Islander, 14.8% biracial, and 13.9% Latinx) who were enrolled in a college adjustment study the year prior to the tragedy were recontacted and asked to complete an online survey approximately 5-6 months following the MVI. Hierarchical regression results revealed that core beliefs and the posttragedy activity category of Taking Action were associated with PTG. Findings contribute to our understanding of the influences on PTG for university students impacted by a MVI and highlight the need to further examine the role of posttragedy activities, such as Taking Action on posttragedy adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

“I Just Don’t Like to Have My Car Marked”: Nuancing Identity Attachments and Belonging in Student Veterans

Feelings of belonging factor importantly in college student retention and degree completion; for student veterans, these feelings are strongly associated with college adjustment. The experiences of student veterans in higher education continues to be an area of inquiry, as favorable expansions to GI Bill benefits ease access pathways and institutions adopt support services specific to their veteran and military populations. Despite a wealth of research, explicit investigations into identity conflict and cultural incongruence as aspects of student veterans’ postsecondary experiences are less frequent. This article shares findings from the interview portion of a three-phrase, mixed-methods study with student veterans currently enrolled in, or recently graduated from, four-year colleges and universities in the United States. The study investigated the degree to which 10 diverse undergraduate student veterans aligned their identities as similar to typical military servicemembers, student veterans, and college students using an adapted approach from Mael and Tetrick’s (1992) Identification with a Psychological Group instrument. Results reveal complexity in their identity alignment as well as an acute awareness of the identity negotiations they experience in repatriating from the military into civilian culture largely and higher education culture specifically. The findings support previous scholarship by reiterating the multifaceted nature of identity association for student veterans and underscoring the importance of recognizing diversity among student veterans. Finally, this study adds uniquely to veterans studies research by attending to the ways some student veterans deliberately curate identity performances with faculty and college peers.

대학생의 스포츠동아리 참여자의 사회적지지가 대학생활적응에 미치는 영향

The purpose of this study is to analyze the effect of college sport club participants Social Support on the College Adjustment. To accomplish the purpose, 360 participants were sampled by means stratified cluster random sampling method. only 317 questionnaires were statistically processed, while 43 questionnaires were excluded because their respondents failed to complete instrument and judged insincere in filling out questionnaire. To analyze the data collected, statistical techniques, such as Descriptive Staistics, Reliability Analysis, Independent-sample t-test, and one-way ANOVA, multiple regression Analysis were used, and as for difference verification between individual groups in relation to significant results, Duncan’s multiple range was conducted.The study hypothesis was verified through the above research method and procedures and the following results have been drawn out. First, the background variable of the college sport club participants of was proved to affect th degree of their ego-resilience and social support on the college adjustment. Specifically, their period of participation, frequency of participation and expenses made a statistically meaningful. Second, the college sport club participants of social support was proved to affect the college adjustment. Specifically, social adjustment, personal-emotional adjustment and institutional attachment made a statistically meaningful difference.

The Influence of Academic Self-Efficacy, Critical Thinking Disposition and Problem Solving Ability on Nursing Freshmen' College Adjustment in the Distance Education During COVID-19

The Influence of Academic Self-Efficacy, Critical Thinking Disposition and Problem Solving Ability on Nursing Freshmen' College Adjustment in the Distance Education During COVID-19

The Role of Teachable Ownership of Learning Components in College Adjustment

Using structural equation modeling, the current study analyzed data from 249 college students to examine how four aspects of ownership of learning (engagement in learning, self-direction, self-efficacy, and self-monitoring) predicted academic, social, and institutional adjustment to college. Results indicated the model was a good fit to the data overall, but that the three types of adjustment were predicted by different components. Implications of the findings for student affairs personnel are discussed.