Emocionalna, socijalna i akademska prilagodba na studij: Razlike u prilagodbi studenata s obzirom na spol, godinu studija i promjenu mjesta boravka
Emotional, Social and Academic Adaptation To College: Differences in Student Adaptation Regarding Gender, Grade and Change in Residency Status During College

Summary/Abstract: The aim of the paper is to determine whether the gender, grade and the change of place of residence during the college generate differences in the modalities of student adaptation. Adaptation to college is observed through three dimensions of adaptation: emotional, social and academic. The variables are operationalized through the Student Adaptation to College Questionnaire (SACQ) and Sociodemographic Questionnaire. The study is conducted on a sample of 811 undergraduate students (510female and 301 male). MANOVA's results show that gender have a significant effect on student adaptation: F (3,787) = 8.61, p <.001, and grade also: F (9,1915.50) = 6.13, p <.001. The magnitude of the impact of the full categorization on the overall student adjustment is very modest: about 3% variance is explained (IC 1-6%). The effect of the grade is also marginal, explaining about 2% of the variance of the adaptation (IC 1-4%). The results of a one-way ANOVA test show that male students are more emotionally adapted than female students F (1.806) = 9.13, p = .003, ω2 = .01, while no statistically significant differences are found in academic and social adaptation.Significant differences in academic adaptation regarding the grade are detected: F (3.803) = 8.81, p <.001, with a small effect size ω2 = .03.Significant differences exist in the aspect of social adaptation: F (3,803) = 6.69, p <.001, ω2 = .02 with an explanation of about 2% of differences in social adaptation.Tukey's subsequent comparisons show that students of the first grade have a significantly higher level of academic adaptation than students of the second grade: t (3,803) = 3.31, p = .005; as well as students of the third grade: t (3,803) = 4.81, p <.001. Significant differences in the aspects of adaptation betweenhigher grades are not detected.

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