College Engagement and Adjustment among First-Year Psychology Students

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ID: 309580
2025
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Abstract
Navigating the transition from high school to college presents a significant developmental and academic challenge, particularly for first-year students who must adjust to new learning environments, social dynamics, and institutional expectations. Failure to adapt effectively can result in academic difficulties, psychological stress, and decreased retention rates. Hence, this study aimed to determine whether the extent of students’ engagement influences their adjustment to college life. The study utilized a descriptive-correlational research design involving 38 first-year Psychology students from St. Paul University Philippines during the academic year 2022–2023. Two standardized instruments were employed to collect data: the Student Engagement Instrument (SEI), which measured behavioral, cognitive, and emotional engagement, and the Student Adaptation to College Questionnaire (SACQ), which assessed academic, social, personal-emotional, and institutional adjustment. Findings revealed a small positive but statistically non-significant correlation between the level of student engagement and college adjustment. This indicates that while engagement contributes to adaptation in the university setting, it does not singularly determine a student’s overall adjustment. Other variables—such as self-efficacy, social support, resilience, and prior academic preparedness—may play a more substantial role in influencing how students cope with the challenges of college transition. These findings underscore the need for holistic support systems and student-centered programs that address the multifaceted nature of college adjustment.
Reference Key
unknown2025collegeengagementand Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Unknown; Jami Rose Addatu
Journal The Glow
Year 2025
DOI
10.57180/phqg7432
URL
Keywords Keywords not found

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