Psychosocial Factors of Adjustment Problems in University Students

Abstract

The plethora of research highlights the adjustment problems in college/university students (Friedlander, Reid, Shupak, & Cribbie, 2007; Gerensea, Seid, Lamma, & Malloy, 2017; Leary & DeRosier, 2012; Wintre &Yaffe, 2000). However, the research in Pakistani context is still limited. This research attempts to explore the phenomenology of adjustment problems and is comprised of three studies. In study I, adjustment problems scale (APS) was developed through semi structured interviews and focus groups. Exploratory factor analysis (N=450) revealed nine factors (educational problems, interactional problems, shame and guilt, work related stress, psychological problems, teacher related stress, transport problems, sexual harassment issues and financial problems) with significant internal consistency (ɑ=.96, .96, .96, .95, .97, .93, .95, .88, .90 respectively). Confirmatory factor analysis (N=880) was explored on students sample (M= 19.95, SD= 2.54) which revealed the consistent factor structure as emerged on EFA. In study II, psychometric properties of APS were explored. Convergent Validity (N= 300) was explored through subscale (Negative Affect) of College Adjustment Test (Hasan, Kazmi, & Jawahir, 2017) (r=.28, p<.01). Discriminant validity (N=300) was found out by using Psychological Resilience Scale (Jawahir & Kazmi, 2013) (r=-.21) whereas test retest reliability (N=100) of APS with two weeks interval was (r=.91, p<.01). Method of contrasted groups was used to establish the construct validity of APS. In study III, role of adjustment problems was explored in relation to depression, academic achievement and resilience. APS along with demographic sheet, Psychological Resilience scale and Siddiqui Shah Depression Scale was administered on the sample (N=880). Academic achievement was assessed through the percentage of marks obtained by iv students in their 1st semester exams after admission. Results reveal that adjustment problems are significant positive predictor of depression while negative predictor of academic achievement. Resilience is significant negative predictor of adjustment problems. Furthermore, resilience mediates between adjustment problems and depression, adjustment problems and academic achievement. Stepwise regression analysis on the subscales of APS reveals that shame & guilt and psychological problems are significant positive predictors of depression. Financial problems, shame & guilt, work related stress, educational problems and teacher related stress are significant negative predictors of academic achievement. Results further reveal that male students have more adjustment problems as compared to female students. This study will be helpful for campus counselors for the early assessment and management of adjustment problems.