Predicting University Adjustment from Coping-Styles, Self-Esteem, Self-Efficacy, and Personality

Findings from a Survey in a Sample of Italian Students

Datos Bibliográficos

ID16945644
AutoresGeni Dornelles Valenti (0000-0003-0529-8515, Università degli Studi di Enna Kore, autor de correspondencia), Giusy Danila Valenti, Palmira Faraci (0000-0002-7377-8011, Università degli Studi di Enna Kore)
Año2021
Volumen11
Número3
Páginas894-907
Fecha de publicación2021-08-17
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEuropean Journal of Investigation in Health, Psychology and Education (JOURNAL)
Identificadores de la revistaISSN: 2174-8144 • E-ISSN: 2254-9625
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/ejihpe11030066
PMID34563079
OpenAlexW3195469497
IdiomaEN
Citas recibidas8
Referencias citadas34

Starting university life requires that students learn to cope with several personal, academic, and social challenges. A wide array of variables affects how students adjust to university life. This study was aimed to investigate which factors among coping styles, self-esteem, self-efficacy, and personality traits (i.e., diligence, relational availability, mental flexibility, activity, and emotional stability) best predicted the levels of university adjustment in a sample of university freshmen (N = 204, 63% women). Data were collected using self-report instruments. Multiple regressions analyses were conducted to identify the most significant predictors of adjustment to college. Our findings reported that self-efficacy, task-, and emotion-oriented coping were the most significant predictors, together with relational availability and mental flexibility. These findings might improve the growing knowledge concerning university adjustment, supporting main previous research. The observed relationships between university adjustment and the measured variables suggest intriguing considerations about the importance for schools and universities of providing interventions for students that aim to develop and strengthen the investigated personality facets, reducing withdrawal, behavioral and/or mental disengagement, and promoting academic achievement and success

Big Five personality traits · Developmental psychology · Disengagement theory · Personality · Psychological intervention · Self-efficacy · Self-esteem · Applied Psychology · Clinical Psychology · Grit, Self-Efficacy, and Motivation · Healthcare professionals’ stress and burnout · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology

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