Nursing Students' Engagement and Adjustment to University: A Case Study Approach in Nigeria

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Moving from high school to university marks a significant milestone, as students shift from dependent to independent learners. They move from a structured environment to organizing their time and making mature decisions which may be challenging. This study examined the factors influencing student engagement and adjustment to the university setting among Nursing students . Methods The study was conducted with 114 undergraduate nursing students at the University of Medical Sciences, Ondo, Nigeria. A cross-sectional cohort case design assessed factors influencing student engagement and adjustment using the SACQ and the student engagement questionnaire. The aim to describe their most recent college experience among the students. Descriptive and bivariate analyses were adopted to identify correlations and patterns among variables. Results The study findings illustrate the academic adjustment differences between students categorized as having 'UnFavourable Adjustment' and those with 'Favourable Adjustment.' Students in the UnFavourable Adjustment group exhibited significantly lower academic confidence (A05, p = 0.02), weaker degree intentions (A08, p = 0.04), and reduced program satisfaction (A09, p = 0.02). On the other hand, there were no major differences found in how engaged students were in their studies or how clear their goals were, although there was a slight difference in how effort related to their results. Emotionally, these students reported fewer mood issues (p = 0.02), less difficulty with emotional regulation (p = 0.03), and did not perceive themselves as significantly different from their peers (p < 0.001). Additionally, they showed a lesser inclination to drop out (D04, p = 0.01) and demonstrated stronger intentions to remain enrolled (D05, p = 0.04). Conclusion The study revealed lower academic confidence and satisfaction. However, the participants reported better emotional regulation, fewer mood-related issues, and a more substantial commitment to remaining in college, highlighting a complex interplay between emotional resilience and academic adjustment. Nursing Students academic adaptation institutional adaptation social adaptation institutional attachment Background The transition to undergraduate studies is a critical period for students, as it involves not only academic challenges but also the need to adapt socially and emotionally to a new environment. Transitioning from high school to university marks a distinct step in a student’s academic career. The step denotes adjustment from a dependent to an independent learner, from studying in a carefully supervised environment with a highly controlled timetable to students learning to manage their time and make decisions in a more adult and responsible manner. Staying in the higher education system may become difficult for young individuals because of various factors associated with institutional, academic, social, and emotional aspects they must navigate[1, 2 ]. A study among Filipino first-year college students revealed no significant relationship between the level of adjustment to college and the academic performance of first-year students [ 3 ], while another study reported that students who cannot establish positive relationships with their friends, teachers, and school administration and who do not like the school and the subjects have a higher tendency to be absent and drop out of school [ 4 ]. The problem of student disengagement is not confined to underrepresented socioeconomic groups; it is found across the country, in cities, suburbs, and rural communities, in wealthy and poor schools, and in public and charter schools [ 5 ]. Student engagement has become a goal for all students to enhance their abilities in underrepresented learning [ 6 ]. The Council for the Advancement of Standards in Higher Education's mission mandates high schools to "promote the use of its professional standards for the development, assessment, and improvement of quality student learning, programs, and services" [ 7 ].This involves researching key factors influencing students' transition to college and their engagement levels, aiding counsellors and stakeholders in identifying elements that impact adaptation and boost participation. Moreover, half of the students began their degrees in universities but did not graduate, and those who managed to finish their studies have taken a long time to do so. It should be noted that only 35% of them have graduated in five years. As per the researcher’s knowledge, many studies correlate one of these variables with others, but arguably, not enough studies have concentrated on the relationship between academic engagement and psychological adjustment. This study evaluated student engagement and adjustment among nursing students. Methods This cross-sectional cohort case was conducted among 114 undergraduate nursing students at the Faculty of Nursing, University of Medical Sciences, Ondo, Nigeria. Student Adjustment to College Questionnaire (SACQ) [ 8 ] was used for data collection. SACQ is a self-assessment tool designed to evaluate how well students adjust to college life. According to Baker and Siryk [ 14 ], starting university involves adapting to a variety of challenges, making it a complex process. The assessment gauges four dimensions of university adjustment: Academic Adjustment, which evaluates how effectively a freshman meets the educational requirements of the university experience; Social Adjustment, which assesses how well the student manages interpersonal relationships at university; Personal-Emotional Adjustment, indicating whether the young student experiences psychological or physical symptoms of distress; and Institutional Attachment, which measures the student's level of commitment to the university as an institution. The total score from these four categories provides a comprehensive measure of overall university adjustment. These domains were assessed using a 5-point Likert scale, ranging from 1 to 5, with the lowest score indicating strong disagreement and the highest indicating strong agreement. Correlations and patterns among the variables were analysed using multivariate regression and t-tests. Aim of the study The main objective of this research is to assess the factors that influence student engagement and adjustment to the university. Research questions What is the academic adjustment level of nursing undergraduates at the university? What is the university's personal and emotional adjustment rate of nursing students? What is the rate of social adjustment among undergraduate nursing students at the university? What is the university's attachment level of undergraduate nursing students? Specific objectives To assess the academic adjustment level of nursing undergraduates at the university To evaluate the personal and emotional adjustment rate of nursing students at the university. To analyze the rate of social adjustment among undergraduate nursing students. To appraise the attachment level of undergraduate nursing students at the university. Data collection and sample In this study, undergraduate nursing students from the Faculty of Nursing at the University of Medical Sciences in Ondo, Nigeria, were recruited using snowball sampling, which allowed for unrestricted participation. The sample consisted solely of these undergraduate nursing students. The researchers actively reached out to students through a Google Form until they reached the target sample size. Participants were selected voluntarily, in accordance with the established inclusion criteria. The ethics committee at the University of Medical Sciences in Ondo State (NHREC/TR/UNIMED-HREC-Ondo St/22/06/21) approved this study. We adopted descriptive and univariate analyses to identify correlations and patterns among variables. Ethical considerations This research applied the ethical guidelines established in the Declaration of Helsinki, which directs medical studies that involve human participants. Before the commencement of the study, ethical approval was obtained from the Research Ethics Committee (REC) at the University of Medical Sciences in Ondo State (NHREC/TR/UNIMED-HREC-Ondo St/22/06/21). Participants received comprehensive information about the study's purpose, and written informed consent was obtained from each participant before the study began. This process adhered to strict ethical standards for research involving human subjects. It ensured that participants were fully informed about the nature of the study, the potential risks and benefits, and their rights, thereby safeguarding their autonomy and well-being. To protect confidentiality and anonymity, each questionnaire was assigned a unique code number rather than using personal identifiers. Participants were assured that their data would remain confidential and be used exclusively for research. Furthermore, they were informed of their right to withdraw from the study without facing any consequences. All processes involved in this work adhere to the ethical guidelines set forth by the appropriate national and institutional committees regarding human research and align with the principles of the Helsinki Declaration. Results The survey findings obtained from the 114 undergraduate nursing students show that, in terms of age, most respondents fall into the 18–24 age group, accounting for approximately 93% of the sample, while only 6.14% are in the 25–34 age range, and a minimal proportion, 0.88%, are in the 35–44 age group. This result indicates that the sample is predominantly composed of younger individuals. Regarding marital status, most respondents are single, comprising roughly 96.49% of the sample, with only 3.51% reporting being married Table 1 Differentials of Social Adjustment by Academic Adjustment Items Academic Adjustment Description Academic Adjustment Item Unfavorable Adjustment Favorable Adjustment Mean Difference T-test Value P-value Mean SD Mean SD I have been keeping up to date on my academic work A01 3.74 0.44 3.67 0.55 0.07 0.75 0.45 I am finding academic work at college difficult A02 2.93 0.68 3.02 0.69 0.09 0.68 0.50 I am satisfied with the level at which I am performing academically A03 3.05 0.79 2.91 0.85 0.14 0.91 0.36 My academic goals and purposes are well defined A04 3.74 0.52 3.74 0.48 0.00 0.00 1.00 I am not smart enough for the academic work I am expected to be doing now A05 2.26 0.58 2.56 0.76 0.30 2.36 0.02 I am not doing enough academically for the amount of work I put in A06 2.74 0.77 3.02 0.88 0.28 1.82 0.07 I am enjoying my academic work at college A07 3.32 0.78 3.33 0.87 0.02 0.11 0.91 I expect to stay at this college for a bachelor's degree A08 3.77 0.54 3.53 0.73 0.25 2.04 0.04 I am satisfied with my program of courses for this semester/quarter A09 3.63 0.59 3.33 0.76 0.30 2.34 0.02 Table 1 shows academic adjustment discrepancies between 'UnFavourable Adjustment' and 'Favourable Adjustment' students. Three things concern the 'UnFavourable Adjustment' group, despite numerous items showing no statistically significant changes. Lower intellectual ability (A05) confidence makes these students feel less competent of meeting academic standards (p = 0.02). They also want to stay in college for a bachelor's degree (A08) less than their peers (p = 0.04), presenting retention problems. This group also has reduced satisfaction with their present course curriculum (A09) (p = 0.02), suggesting academic unhappiness. These data indicate measures to raise students' confidence, retention rates, and academic program satisfaction in nursing education. Other factors, such as keeping up with academic work (A01), difficulty (A02), and enjoyment (A07), indicate no significant differences across groups (p > 0.05). Both groups believe they have clear academic goals (A04), with no difference in mean scores (p = 1.00). In A06, the "Favourable Adjustment" group feels more linked between effort and academic results (p = 0.07). In conclusion, the "UnFavourable Adjustment" group struggles with academic confidence, program satisfaction, and college commitment. These findings indicate that focused support is needed to address these difficulties. Academic skill-building workshops, personalized coaching, and program satisfaction surveys may aid these students. Addressing these issues may improve student retention and success. Table 2 Differentials of Social Adjustment by Personal Emotional Personal Emotional Adjustment Description Personal Emotional Adjustment Unfavorable Adjustment Favorable Adjustment Mean Difference T-test Value P-value Mean SD Mean SD I have felt tired much of the time lately B01 3.4 0.78 3.6 0.68 0.19 1.41 0.16 Lately, I have been feeling blue and moody a lot B02 2.98 0.86 3.35 0.77 0.37 2.42 0.02 I have not been able to control my emotions very well lately B03 2.74 0.74 3.05 0.81 0.32 2.17 0.03 Loneliness at home is a source of difficulty for me now B04 2.82 0.83 3.07 0.92 0.25 1.50 0.14 Being on my own, taking responsibility for myself, has not been easy B05 3.04 0.94 3.21 0.88 0.18 1.03 0.31 I am experiencing much difficulty coping with the stresses imposed upon me in college B06 3.04 0.8 3.23 0.85 0.19 1.25 0.21 I feel I am very different from other students at college in ways that I do not like B07 2.49 0.71 2.89 0.77 0.40 2.90 0.00 I have been feeling in good health lately B08 3.37 0.77 3.3 0.8 0.07 0.48 0.63 I worry a lot about my college expenses B09 3.35 0.79 3.25 0.81 0.11 0.70 0.48 I feel I have good control over my life situation at college B10 3.33 0.72 3.51 0.68 0.18 1.34 0.18 Table 2 compares individuals with "Unfavorable Adjustment" with "Favorable Adjustment." In three categories, variations were significant. The "Unfavorable Adjustment" group reported considerably less mood swings than the "Favorable Adjustment" group (p = 0.02). They had less emotional control issues (p = 0.03) and felt less distinct from peers (p < 0.001). These findings show that the "Unfavorable Adjustment" group may face less emotional obstacles than the "Favorable Adjustment" group. A majority of items showed no statistically significant differences. Tiredness (B01), home loneliness (B04), and stress (B06) were shared by both groups. Health perceptions (B08), life control (B10), and college expense concerns (B09) did not differ significantly. The "Unfavorable Adjustment" group seems to have less emotional issues, but both groups struggle with many emotional adjustment issues. Stress management programs, emotional well-being courses, and financial counselling can help all students overcome common issues and improve their emotional health. Table 3 Differentials of Social Adjustment by Institutional Adjustment Items Institutional Attachment Description Institutional Attachment Unfavorable Adjustment Favorable Adjustment Mean Df T-test Value P-value Mean SD Mean SD I feel confident that I will be able to deal satisfactorily with future challenges here at college in a satisfactory manner D01 3.6 0.56 3.7 0.57 0.11 1.00 0.32 I am delighted with the professors I have now in my courses D02 3.65 0.55 3.56 0.66 0.09 0.77 0.44 Most of the things I am interested in are not related to any of my coursework at college D03 2.68 0.78 2.98 0.83 0.30 1.97 0.05 Lately, I have been giving much thought to dropping out of college altogether, for good D04 2.28 0.53 2.6 0.8 0.32 2.49 0.01 I expect to stay at this college for a bachelor's degree D05 3.81 0.48 3.6 0.59 0.21 2.08 0.04 I am satisfied with the quality or the caliber of courses available at college D06 3.61 0.56 3.51 0.63 0.11 0.94 0.35 I feel confident that I will be able to deal satisfactorily with future challenges here at college in a satisfactory manner D07 3.84 0.62 4.04 0.57 0.19 1.73 0.09 I find myself giving considerable thought to taking time off from college and finishing later D08 2.6 0.84 2.88 0.87 0.28 1.75 0.08 I am experiencing much difficulty coping with the stresses imposed upon me in college D09 2.91 0.81 3.07 0.8 0.16 1.05 0.30 I have several close social ties at college D10 3.32 0.66 3.37 0.75 0.05 0.40 0.69 Table 3 compares "unfavorable adjustment" and "favorable adjustment" students' opinions of institutional affiliation, with some statistically significant differences. Students in the "unfavorable adjustment" group agreed less with statements regarding dropping out of college (D04, p = 0.01) and anticipating to stay for a bachelor's degree (D05, p = 0.04). These data indicate that the "unfavorable adjustment" group is more likely to continue college despite obstacles. The "unfavorable adjustment" group may feel less distant from their coursework interests than the "favorable adjustment" group because "Most of the things I am interested in are not related to any of my coursework" (D03) was marginally significant (p = 0.05). Others, such as confidence in handling future obstacles (D01 and D07), professor satisfaction (D02), and course quality satisfaction (D06), showed no significant changes (p > 0.05). Both groups reported similar stress levels (D09), thoughts of taking time off (D08), and college social ties (D10). In conclusion, the "unfavorable adjustment" group is more committed to education and slightly more aligned with their coursework interests, but most institutional attachment areas are similar. These findings emphasize the significance of strengthening coursework links, stress management, and social integration to improve institutional attachment for all students. Table 4 Social Adjustment Model Predictors of Students' Favorable Adjustment Dependent Variable: Favorability: 0 = Unfavorable, 1 = Favorable Adjustment (Intercept) Estimate Standard Error z value Pr(>|z|) -3.772 2.149 -1.755 0.0792. I expect to stay at this college for a bachelor's degree A08 -0.622 0.336 -1.849 0.0645. I have not been able to control my emotions very well lately B03 0.836 0.296 2.827 0.0047 ** I feel I have good control over my life situation at college B10 0.661 0.320 2.066 0.0389 * I find myself giving considerable thought to taking time off from college and finishing later D08 0.503 0.244 2.059 0.0395 * Table 4 presents logistic regression analysis which shows factors that affect pupils' "favorable adjustment." Students who express stronger emotional regulation are more likely to display positive adjustment (β = 0.836, p = 0.0047). College students who feel more in control of their lives are more likely to adjust well (β = 0.661, p = 0.0389), indicating that agency and stability are crucial for their adaptation to college life. Students who frequently consider taking time off from college are more likely to report positive adjustment (β = 0.503, p = 0.0395), suggesting a proactive approach to managing academic stress and planning for personal well-being. Students' intention to pursue a bachelor's degree is slightly linked to adjustment results (β=−0.622, p = 0.0645). Though not statistically significant, this shows that a reduced commitment to graduating may negatively impact adjustment. The results show that emotional management and situational control help students transition well. Student adjustment outcomes may improve with interventions that increase emotion management, control, and institutional commitment. Discussion This study reveals significant findings in three key areas of personal emotional adjustment. The students reported a notably reduced frequency of feelings of sadness or moodiness, experienced less difficulty in regulating their emotions, and felt less distinct from their peers in negative ways. These results imply that the Unfavorable Adjustment group may face fewer specific emotional challenges compared to their Favorable Adjustment counterparts. Nonetheless, a majority of study participants indicated unfavorable adjustments concerning their emotional well-being. The students reported feelings of tiredness, loneliness at home, challenges in coping with stress, a lack of control over life situations, and worries about college expenses. Supporting these findings, [ 1 ].conducted a study at the University of South Africa (UNISA) with 1,141 South African and international students. They found that emotionally adjusted participants, who had a positive attachment to UNISA, were better socially integrated, had access to technology, lived in South Africa, and were full-time students; they exhibited higher academic adjustment compared to others. In a similar italian study that looked at the original SACQ's structure in Italy with first-year students at the Universities of Messina and Palermo, finding that students who adjusted well to university also had higher self-confidence, motivation for their studies, and overall happiness[ 9 ]. Additionally, research in Indonesia recorded a positive relationship between social support and college adjustment [ 10 ]., while adjustment was positively correlated with higher self-compassion among female students at women's centres in New England found that college [ 11 ]. In summary, both groups share similar struggles in various areas of personal emotional adjustment, although the Unfavorable Adjustment group seems to encounter fewer challenges in specific emotional aspects. Implementing stress management programs, emotional well-being workshops, and financial counselling could support all students by tackling common difficulties and promoting a healthier emotional atmosphere. Students participating in this study demonstrated a lower propensity to consider dropping out of college, indicating a heightened commitment to remaining enrolled despite facing challenges such as difficulty managing stress and limited opportunities for rest. They also reported satisfaction with their professors, the quality of courses, and the presence of close social connections at college, all of which serve as protective factors in navigating challenges. In summary, while the unfavorable adjustment group displays a stronger commitment to their education and a slightly better alignment with their coursework interests, there are no significant differences in most areas of institutional attachment between the groups. Additionally, attachment to UNISA was found to be a significant predictor of academic adjustment. These findings highlight the necessity of fostering stronger connections to coursework and enhancing support for stress management and social integration, all aimed at improving institutional attachment for all students[ 1 , 12 ]. This study identified several key predictors of student adjustment, including emotional regulation, a greater sense of control over one’s life, intermittent breaks from college, and the goal of earning a bachelor's degree. Students who effectively manage their emotions and take time off from their studies demonstrate a proactive approach to navigating academic pressures and prioritizing personal well-being. The primary predictor of academic adjustment was found to be personal-emotional adjustment, followed by social adjustment, full-time student status, and access to technology among UNISA students [ 1 ]. A related study examining the social adjustment of 215 athletes and non-athlete students at two regional universities in Oklahoma revealed significant differences in social scores between athletes and non-athletes, as well as between females and males [ 13 ]. In the Italian population, academic adjustment was also linked to psychological well-being [ 9 ]. Notably, factors such as race, gender, age, and level of study did not significantly predict academic adjustment in this study or other related research [ 1 , 9 , 10 , 11 , 12 ]. Collectively, these findings highlight the critical role of emotional regulation and situational control in fostering positive adjustment among students. Interventions could improve adjustment outcomes by helping students manage their emotions and enhance their sense of control, thereby promoting institutional commitment. Conclusions This research examines the academic, personal, and emotional adjustment of college students, revealing both positive and concerning trends. While the Unfavorable Adjustment group reported fewer challenges with mood management and self-image, general emotional health remains a significant concern. Students expressed feelings of weariness, isolation, anxiety, and financial stress, indicating similar hurdles across groups. The study highlights the importance of institutional support, emotional management, and a sense of agency in academic and social adjustment. Backed by international studies, it underscores the value of social support, technology access, full-time enrolment, and resilience in transitioning to university. Despite struggles, students’ commitment to education reflects resilience that institutions should foster. Positive faculty relationships, academic standards, and peer support serve as protective factors, suggesting targeted interventions could be beneficial. Thus, universities should prioritize comprehensive student development emotionally, socially, and academically to enhance retention and overall well-being. Declarations Ethics approval and consent to participate : The study was approved by the University of Medical Sciences in Ondo State (NHREC/TR/UNIMED-HREC-Ondo St/22/06/21) Consent for publication – Yes Availability of data and materials – Yes Competing interests – The authors declare no personal interest Funding - No financial support was received Authors' contributions Dr Victoria Funmilayo Hanson: Developed the research proposal and review of manuscripts Dr Olabisi Fatimo Ibitoye: Data analysis and development of manuscripts Dr Olufunke Mercy lwaola : Data collection and processed ethical approval Acknowledgements The authors appreciate all the esteemed students who participated in this study References Mittelmeier J, Rienties B, Rogaten J, Gunter A, Raghuram P. Internationalisation at a Distance and at Home: Academic and social adjustment in a South African distance learning context. International Journal of Intercultural Relations. 2019 Sep 1; 72:1-2. Reddy KJ, Menon KR, Thattil A. Academic stress and its sources among university students. Biomedical and pharmacology journal. 2018 Mar 25; 11(1):531-7. Alipio M. Adjustment to college and academic performance: Insights from Filipino college freshmen in an allied health science course. Sahin S, Arseven Z, Kiliç A. Causes of Student Absenteeism and School Dropouts. International Journal of Instruction. 2016 Jan; 9(1):195-210. Yacek DW, Jonas ME. The problem of student disengagement: Struggle, escapism and Nietzsche’s birth of tragedy. Philosophical Inquiry in Education. 2019; 26(1):64-87. Mebert L, Barnes R, Dalley J, Gawarecki L, Ghazi-Nezami F, Shafer G, Slater J, Yezbick E. Fostering student engagement through a real-world, collaborative project across disciplines and institutions. Higher Education Pedagogies. 2020 Jan 1; 5(1):30-51. Council for the Advancement of Standards in Higher Education (CAS). (2023). https://eric.ed.gov/?id=EJ938960 Baker, Robert W., and Bohdan Siryk. "Student Adaptation to College Questionnaire." In Program of the Seventy-Fourth Annual Meeting . Liga F, Ingoglia S, LO CRICCHIO MG. Revision of the Student Adaptation to College Questionnaire (SACQ) for use with Italian students. Journal of Clinical & Developmental Psychology. 2022. Shiddiq MI, Fitra MA, Patricia R, Afriani DI, Bahar FA, Malay ED. Social support is positively correlated with college adjustment in first-year students. In3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019) 2020 Nov 27 (pp. 549-558). Atlantis Press. Scott H, Donovan E. Student adaptation to college survey: The role of self-compassion in college adjustment. Psi Chi Journal of Psychological Research. 2021 Jun 1; 26(2):101-12. Mane SD, Rathod G, Arlimatti S. Enhancing Higher Education: A Comprehensive Review of Outcome-Based Education Methodology and Course Outcomes Attainment in Pursuit of UN SDG No. 4. JOURNAL OF TECHNICAL EDUCATION. 2023:45. Self MJ, Stowers NA. Examining Social Adjustment of College Student-Athletes. International Journal of Research-Granthaalayah. 2022; 10:9-20. Baker RW, Siryk B. Student adaptation to college questionnaire. In Program of the Seventy-Fourth Annual Meeting 1989. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers agreed at journal 05 Aug, 2025 Reviewers invited by journal 04 Aug, 2025 Editor invited by journal 15 May, 2025 Editor assigned by journal 14 May, 2025 Submission checks completed at journal 14 May, 2025 First submitted to journal 30 Apr, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6562027","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":495748824,"identity":"987713cb-4644-4052-807d-7f7fa5f40529","order_by":0,"name":"Victoria Funmilayo Hanson","email":"","orcid":"","institution":"Ras al-Khaimah Medical and Health Sciences University","correspondingAuthor":false,"prefix":"","firstName":"Victoria","middleName":"Funmilayo","lastName":"Hanson","suffix":""},{"id":495748825,"identity":"7280e801-90e9-49b1-b7db-4d8d36139074","order_by":1,"name":"Olabisi Fatimo Ibitoye","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA1UlEQVRIiWNgGAWjYFACxjaGBBDN3gDhNhCnBaSH5wDRWhjYGMDWSCQQqYWfgbntwcMfNon9ks8f3uZhsJHdcID56AZ8WiQbGNsNEhLSEmfOzjG25mFIM95wgC3tBj4tBgcY2yQSEg4nbridwybNwwBkHOAxI07L/pvHnwG1/CdBywYJBjOglgOEtUg2g/ySlmY840yOseUcg2TjmYcJ+IWfvf0ZMMBsZPvbjz+88abCTrbvePMxvFoYmCGUYwOQkGAwQIgQBPYMYC2jYBSMglEwCrAAACHZTAyPEO8sAAAAAElFTkSuQmCC","orcid":"","institution":"Sultan Qaboos University","correspondingAuthor":true,"prefix":"","firstName":"Olabisi","middleName":"Fatimo","lastName":"Ibitoye","suffix":""},{"id":495748826,"identity":"558155ef-ce3a-4606-b215-157ca3381e28","order_by":2,"name":"Olufunke Mercy lwaola","email":"","orcid":"","institution":"University of Medical Sciences ,Ondo","correspondingAuthor":false,"prefix":"","firstName":"Olufunke","middleName":"Mercy","lastName":"lwaola","suffix":""}],"badges":[],"createdAt":"2025-04-30 07:08:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6562027/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6562027/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":88451098,"identity":"b31ddc43-71f6-4bc8-9c3f-2b05fb8880a2","added_by":"auto","created_at":"2025-08-06 14:34:22","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":944862,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6562027/v1/08b9f8e9-8049-4451-8c44-a62ea202108d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Nursing Students' Engagement and Adjustment to University: A Case Study Approach in Nigeria","fulltext":[{"header":"Background","content":"\u003cp\u003eThe transition to undergraduate studies is a critical period for students, as it involves not only academic challenges but also the need to adapt socially and emotionally to a new environment. Transitioning from high school to university marks a distinct step in a student\u0026rsquo;s academic career. The step denotes adjustment from a dependent to an independent learner, from studying in a carefully supervised environment with a highly controlled timetable to students learning to manage their time and make decisions in a more adult and responsible manner. Staying in the higher education system may become difficult for young individuals because of various factors associated with institutional, academic, social, and emotional aspects they must navigate[1, 2 ].\u003c/p\u003e\u003cp\u003eA study among Filipino first-year college students revealed no significant relationship between the level of adjustment to college and the academic performance of first-year students [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], while another study reported that students who cannot establish positive relationships with their friends, teachers, and school administration and who do not like the school and the subjects have a higher tendency to be absent and drop out of school [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. The problem of student disengagement is not confined to underrepresented socioeconomic groups; it is found across the country, in cities, suburbs, and rural communities, in wealthy and poor schools, and in public and charter schools [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Student engagement has become a goal for all students to enhance their abilities in underrepresented learning [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. The Council for the Advancement of Standards in Higher Education's mission mandates high schools to \"promote the use of its professional standards for the development, assessment, and improvement of quality student learning, programs, and services\" [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e].This involves researching key factors influencing students' transition to college and their engagement levels, aiding counsellors and stakeholders in identifying elements that impact adaptation and boost participation.\u003c/p\u003e\u003cp\u003eMoreover, half of the students began their degrees in universities but did not graduate, and those who managed to finish their studies have taken a long time to do so. It should be noted that only 35% of them have graduated in five years. As per the researcher\u0026rsquo;s knowledge, many studies correlate one of these variables with others, but arguably, not enough studies have concentrated on the relationship between academic engagement and psychological adjustment. This study evaluated student engagement and adjustment among nursing students.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThis cross-sectional cohort case was conducted among 114 undergraduate nursing students at the Faculty of Nursing, University of Medical Sciences, Ondo, Nigeria. Student Adjustment to College Questionnaire (SACQ) [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] was used for data collection. SACQ is a self-assessment tool designed to evaluate how well students adjust to college life. According to Baker and Siryk [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], starting university involves adapting to a variety of challenges, making it a complex process. The assessment gauges four dimensions of university adjustment: Academic Adjustment, which evaluates how effectively a freshman meets the educational requirements of the university experience; Social Adjustment, which assesses how well the student manages interpersonal relationships at university; Personal-Emotional Adjustment, indicating whether the young student experiences psychological or physical symptoms of distress; and Institutional Attachment, which measures the student's level of commitment to the university as an institution. The total score from these four categories provides a comprehensive measure of overall university adjustment. These domains were assessed using a 5-point Likert scale, ranging from 1 to 5, with the lowest score indicating strong disagreement and the highest indicating strong agreement. Correlations and patterns among the variables were analysed using multivariate regression and t-tests.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eAim of the study\u003c/h2\u003e\u003cp\u003eThe main objective of this research is to assess the factors that influence student engagement and adjustment to the university.\u003c/p\u003e\u003cp\u003e\u003cb\u003eResearch questions\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat is the academic adjustment level of nursing undergraduates at the university?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat is the university's personal and emotional adjustment rate of nursing students?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat is the rate of social adjustment among undergraduate nursing students at the university?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat is the university's attachment level of undergraduate nursing students?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eSpecific objectives\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo assess the academic adjustment level of nursing undergraduates at the university\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo evaluate the personal and emotional adjustment rate of nursing students at the university.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo analyze the rate of social adjustment among undergraduate nursing students.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo appraise the attachment level of undergraduate nursing students at the university.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eData collection and sample\u003c/h3\u003e\n\u003cp\u003eIn this study, undergraduate nursing students from the Faculty of Nursing at the University of Medical Sciences in Ondo, Nigeria, were recruited using snowball sampling, which allowed for unrestricted participation. The sample consisted solely of these undergraduate nursing students. The researchers actively reached out to students through a Google Form until they reached the target sample size. Participants were selected voluntarily, in accordance with the established inclusion criteria. The ethics committee at the University of Medical Sciences in Ondo State \u003cb\u003e(NHREC/TR/UNIMED-HREC-Ondo St/22/06/21)\u003c/b\u003e approved this study. We adopted descriptive and univariate analyses to identify correlations and patterns among variables.\u003c/p\u003e\n\u003ch3\u003eEthical considerations\u003c/h3\u003e\n\u003cp\u003e This research applied the ethical guidelines established in the Declaration of Helsinki, which directs medical studies that involve human participants. Before the commencement of the study, ethical approval was obtained from the Research Ethics Committee (REC) at the University of Medical Sciences in Ondo State (NHREC/TR/UNIMED-HREC-Ondo St/22/06/21). Participants received comprehensive information about the study's purpose, and written informed consent was obtained from each participant before the study began. This process adhered to strict ethical standards for research involving human subjects. It ensured that participants were fully informed about the nature of the study, the potential risks and benefits, and their rights, thereby safeguarding their autonomy and well-being. To protect confidentiality and anonymity, each questionnaire was assigned a unique code number rather than using personal identifiers. Participants were assured that their data would remain confidential and be used exclusively for research. Furthermore, they were informed of their right to withdraw from the study without facing any consequences. All processes involved in this work adhere to the ethical guidelines set forth by the appropriate national and institutional committees regarding human research and align with the principles of the Helsinki Declaration.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe survey findings obtained from the 114 undergraduate nursing students show that, in terms of age, most respondents fall into the 18\u0026ndash;24 age group, accounting for approximately 93% of the sample, while only 6.14% are in the 25\u0026ndash;34 age range, and a minimal proportion, 0.88%, are in the 35\u0026ndash;44 age group. This result indicates that the sample is predominantly composed of younger individuals. Regarding marital status, most respondents are single, comprising roughly 96.49% of the sample, with only 3.51% reporting being married\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDifferentials of Social Adjustment by Academic Adjustment Items\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eAcademic Adjustment Description\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eAcademic Adjustment Item\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnfavorable Adjustment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003eFavorable Adjustment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMean Difference\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eT-test Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eP-value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI have been keeping up to date on my academic work\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.45\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am finding academic work at college difficult\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA02\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.02\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.69\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am satisfied with the level at which I am performing academically\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.79\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.36\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMy academic goals and purposes are well defined\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.00\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.00\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e1.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am not smart enough for the academic work I am expected to be doing now\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.02\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am not doing enough academically for the amount of work I put in\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.02\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.07\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am enjoying my academic work at college\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.87\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.02\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.91\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI expect to stay at this college for a bachelor's degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.53\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.73\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.04\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am satisfied with my program of courses for this semester/quarter\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.63\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.02\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows academic adjustment discrepancies between 'UnFavourable Adjustment' and 'Favourable Adjustment' students. Three things concern the 'UnFavourable Adjustment' group, despite numerous items showing no statistically significant changes. Lower intellectual ability (A05) confidence makes these students feel less competent of meeting academic standards (p\u0026thinsp;=\u0026thinsp;0.02). They also want to stay in college for a bachelor's degree (A08) less than their peers (p\u0026thinsp;=\u0026thinsp;0.04), presenting retention problems. This group also has reduced satisfaction with their present course curriculum (A09) (p\u0026thinsp;=\u0026thinsp;0.02), suggesting academic unhappiness. These data indicate measures to raise students' confidence, retention rates, and academic program satisfaction in nursing education. Other factors, such as keeping up with academic work (A01), difficulty (A02), and enjoyment (A07), indicate no significant differences across groups (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Both groups believe they have clear academic goals (A04), with no difference in mean scores (p\u0026thinsp;=\u0026thinsp;1.00). In A06, the \"Favourable Adjustment\" group feels more linked between effort and academic results (p\u0026thinsp;=\u0026thinsp;0.07).\u003c/p\u003e\u003cp\u003eIn conclusion, the \"UnFavourable Adjustment\" group struggles with academic confidence, program satisfaction, and college commitment. These findings indicate that focused support is needed to address these difficulties. Academic skill-building workshops, personalized coaching, and program satisfaction surveys may aid these students. Addressing these issues may improve student retention and success.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDifferentials of Social Adjustment by Personal Emotional\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003ePersonal Emotional Adjustment Description\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003ePersonal Emotional Adjustment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnfavorable Adjustment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003eFavorable Adjustment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eMean Difference\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eT-test Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eP-value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI have felt tired much of the time lately\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.16\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLately, I have been feeling blue and moody a lot\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB02\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.98\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.86\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.02\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI have not been able to control my emotions very well lately\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.03\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLoneliness at home is a source of difficulty for me now\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.83\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.92\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.14\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBeing on my own, taking responsibility for myself, has not been easy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.31\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am experiencing much difficulty coping with the stresses imposed upon me in college\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.21\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel I am very different from other students at college in ways that I do not like\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.90\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI have been feeling in good health lately\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.63\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI worry a lot about my college expenses\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.79\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.48\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel I have good control over my life situation at college\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.18\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e compares individuals with \"Unfavorable Adjustment\" with \"Favorable Adjustment.\" In three categories, variations were significant. The \"Unfavorable Adjustment\" group reported considerably less mood swings than the \"Favorable Adjustment\" group (p\u0026thinsp;=\u0026thinsp;0.02). They had less emotional control issues (p\u0026thinsp;=\u0026thinsp;0.03) and felt less distinct from peers (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). These findings show that the \"Unfavorable Adjustment\" group may face less emotional obstacles than the \"Favorable Adjustment\" group. A majority of items showed no statistically significant differences. Tiredness (B01), home loneliness (B04), and stress (B06) were shared by both groups. Health perceptions (B08), life control (B10), and college expense concerns (B09) did not differ significantly. The \"Unfavorable Adjustment\" group seems to have less emotional issues, but both groups struggle with many emotional adjustment issues. Stress management programs, emotional well-being courses, and financial counselling can help all students overcome common issues and improve their emotional health.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDifferentials of Social Adjustment by Institutional Adjustment Items\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eInstitutional Attachment Description\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eInstitutional Attachment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnfavorable Adjustment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003eFavorable Adjustment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eMean Df\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eT-test Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eP-value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel confident that I will be able to deal satisfactorily with future challenges here at college in a satisfactory manner\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.00\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.32\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am delighted with the professors I have now in my courses\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD02\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.65\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.66\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.44\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMost of the things I am interested in are not related to any of my coursework at college\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.98\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.83\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.97\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.05\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLately, I have been giving much thought to dropping out of college altogether, for good\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.53\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.01\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI expect to stay at this college for a bachelor's degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.04\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am satisfied with the quality or the caliber of courses available at college\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.61\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.63\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.35\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel confident that I will be able to deal satisfactorily with future challenges here at college in a satisfactory manner\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.84\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.62\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e4.04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.73\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.09\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI find myself giving considerable thought to taking time off from college and finishing later\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.84\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.87\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.08\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am experiencing much difficulty coping with the stresses imposed upon me in college\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.30\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI have several close social ties at college\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.66\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.69\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e compares \"unfavorable adjustment\" and \"favorable adjustment\" students' opinions of institutional affiliation, with some statistically significant differences. Students in the \"unfavorable adjustment\" group agreed less with statements regarding dropping out of college (D04, p\u0026thinsp;=\u0026thinsp;0.01) and anticipating to stay for a bachelor's degree (D05, p\u0026thinsp;=\u0026thinsp;0.04). These data indicate that the \"unfavorable adjustment\" group is more likely to continue college despite obstacles. The \"unfavorable adjustment\" group may feel less distant from their coursework interests than the \"favorable adjustment\" group because \"Most of the things I am interested in are not related to any of my coursework\" (D03) was marginally significant (p\u0026thinsp;=\u0026thinsp;0.05). Others, such as confidence in handling future obstacles (D01 and D07), professor satisfaction (D02), and course quality satisfaction (D06), showed no significant changes (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Both groups reported similar stress levels (D09), thoughts of taking time off (D08), and college social ties (D10).\u003c/p\u003e\u003cp\u003eIn conclusion, the \"unfavorable adjustment\" group is more committed to education and slightly more aligned with their coursework interests, but most institutional attachment areas are similar. These findings emphasize the significance of strengthening coursework links, stress management, and social integration to improve institutional attachment for all students.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSocial Adjustment Model Predictors of Students' Favorable Adjustment\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDependent Variable: Favorability: 0\u0026thinsp;=\u0026thinsp;Unfavorable, 1\u0026thinsp;=\u0026thinsp;Favorable Adjustment\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e(Intercept)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEstimate\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Error\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003ez value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ePr(\u0026gt;|z|)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e-3.772\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.149\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-1.755\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.0792.\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI expect to stay at this college for a bachelor's degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.622\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.336\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e-1.849\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.0645.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI have not been able to control my emotions very well lately\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.836\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.296\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.827\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.0047 **\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel I have good control over my life situation at college\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.661\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.320\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.066\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.0389 *\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI find myself giving considerable thought to taking time off from college and finishing later\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eD08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.503\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.244\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.059\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.0395 *\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents logistic regression analysis which shows factors that affect pupils' \"favorable adjustment.\" Students who express stronger emotional regulation are more likely to display positive adjustment (β\u0026thinsp;=\u0026thinsp;0.836, p\u0026thinsp;=\u0026thinsp;0.0047). College students who feel more in control of their lives are more likely to adjust well (β\u0026thinsp;=\u0026thinsp;0.661, p\u0026thinsp;=\u0026thinsp;0.0389), indicating that agency and stability are crucial for their adaptation to college life.\u003c/p\u003e\u003cp\u003eStudents who frequently consider taking time off from college are more likely to report positive adjustment (β\u0026thinsp;=\u0026thinsp;0.503, p\u0026thinsp;=\u0026thinsp;0.0395), suggesting a proactive approach to managing academic stress and planning for personal well-being. Students' intention to pursue a bachelor's degree is slightly linked to adjustment results (β=\u0026minus;0.622, p\u0026thinsp;=\u0026thinsp;0.0645). Though not statistically significant, this shows that a reduced commitment to graduating may negatively impact adjustment. The results show that emotional management and situational control help students transition well. Student adjustment outcomes may improve with interventions that increase emotion management, control, and institutional commitment.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study reveals significant findings in three key areas of personal emotional adjustment. The students reported a notably reduced frequency of feelings of sadness or moodiness, experienced less difficulty in regulating their emotions, and felt less distinct from their peers in negative ways. These results imply that the Unfavorable Adjustment group may face fewer specific emotional challenges compared to their Favorable Adjustment counterparts. Nonetheless, a majority of study participants indicated unfavorable adjustments concerning their emotional well-being. The students reported feelings of tiredness, loneliness at home, challenges in coping with stress, a lack of control over life situations, and worries about college expenses. Supporting these findings, [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e].conducted a study at the University of South Africa (UNISA) with 1,141 South African and international students. They found that emotionally adjusted participants, who had a positive attachment to UNISA, were better socially integrated, had access to technology, lived in South Africa, and were full-time students; they exhibited higher academic adjustment compared to others. In a similar italian study that looked at the original SACQ's structure in Italy with first-year students at the Universities of Messina and Palermo, finding that students who adjusted well to university also had higher self-confidence, motivation for their studies, and overall happiness[\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Additionally, research in Indonesia recorded a positive relationship between social support and college adjustment [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]., while adjustment was positively correlated with higher self-compassion among female students at women's centres in New England found that college [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eIn summary, both groups share similar struggles in various areas of personal emotional adjustment, although the Unfavorable Adjustment group seems to encounter fewer challenges in specific emotional aspects. Implementing stress management programs, emotional well-being workshops, and financial counselling could support all students by tackling common difficulties and promoting a healthier emotional atmosphere.\u003c/p\u003e\u003cp\u003eStudents participating in this study demonstrated a lower propensity to consider dropping out of college, indicating a heightened commitment to remaining enrolled despite facing challenges such as difficulty managing stress and limited opportunities for rest. They also reported satisfaction with their professors, the quality of courses, and the presence of close social connections at college, all of which serve as protective factors in navigating challenges. In summary, while the unfavorable adjustment group displays a stronger commitment to their education and a slightly better alignment with their coursework interests, there are no significant differences in most areas of institutional attachment between the groups. Additionally, attachment to UNISA was found to be a significant predictor of academic adjustment. These findings highlight the necessity of fostering stronger connections to coursework and enhancing support for stress management and social integration, all aimed at improving institutional attachment for all students[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis study identified several key predictors of student adjustment, including emotional regulation, a greater sense of control over one\u0026rsquo;s life, intermittent breaks from college, and the goal of earning a bachelor's degree. Students who effectively manage their emotions and take time off from their studies demonstrate a proactive approach to navigating academic pressures and prioritizing personal well-being. The primary predictor of academic adjustment was found to be personal-emotional adjustment, followed by social adjustment, full-time student status, and access to technology among UNISA students [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. A related study examining the social adjustment of 215 athletes and non-athlete students at two regional universities in Oklahoma revealed significant differences in social scores between athletes and non-athletes, as well as between females and males [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. In the Italian population, academic adjustment was also linked to psychological well-being [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Notably, factors such as race, gender, age, and level of study did not significantly predict academic adjustment in this study or other related research [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Collectively, these findings highlight the critical role of emotional regulation and situational control in fostering positive adjustment among students. Interventions could improve adjustment outcomes by helping students manage their emotions and enhance their sense of control, thereby promoting institutional commitment.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis research examines the academic, personal, and emotional adjustment of college students, revealing both positive and concerning trends. While the Unfavorable Adjustment group reported fewer challenges with mood management and self-image, general emotional health remains a significant concern. Students expressed feelings of weariness, isolation, anxiety, and financial stress, indicating similar hurdles across groups. The study highlights the importance of institutional support, emotional management, and a sense of agency in academic and social adjustment. Backed by international studies, it underscores the value of social support, technology access, full-time enrolment, and resilience in transitioning to university. Despite struggles, students\u0026rsquo; commitment to education reflects resilience that institutions should foster. Positive faculty relationships, academic standards, and peer support serve as protective factors, suggesting targeted interventions could be beneficial. Thus, universities should prioritize comprehensive student development emotionally, socially, and academically to enhance retention and overall well-being.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e: The study was approved by the \u0026nbsp;University of Medical Sciences in Ondo State \u003cstrong\u003e(NHREC/TR/UNIMED-HREC-Ondo St/22/06/21)\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e \u0026ndash; Yes\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e \u0026ndash; Yes\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e \u0026ndash; The authors declare no personal interest\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e - No financial support was received\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDr Victoria Funmilayo Hanson: Developed the research proposal and review of manuscripts\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDr Olabisi Fatimo Ibitoye: Data analysis and development of manuscripts\u003c/p\u003e\n\u003cp\u003eDr Olufunke Mercy lwaola : Data collection and processed ethical approval \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors appreciate all the esteemed students who participated in this study \u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eMittelmeier J, Rienties B, Rogaten J, Gunter A, Raghuram P. Internationalisation at a Distance and at Home: Academic and social adjustment in a South African distance learning context. International Journal of Intercultural Relations. 2019 Sep 1; 72:1-2.\u003c/li\u003e\n\u003cli\u003eReddy KJ, Menon KR, Thattil A. Academic stress and its sources among university students. Biomedical and pharmacology journal. 2018 Mar 25; 11(1):531-7.\u003c/li\u003e\n\u003cli\u003eAlipio M. Adjustment to college and academic performance: Insights from Filipino college freshmen in an allied health science course.\u003c/li\u003e\n\u003cli\u003eSahin S, Arseven Z, Kili\u0026ccedil; A. Causes of Student Absenteeism and School Dropouts. International Journal of Instruction. 2016 Jan; 9(1):195-210.\u003c/li\u003e\n\u003cli\u003eYacek DW, Jonas ME. The problem of student disengagement: Struggle, escapism and Nietzsche\u0026rsquo;s birth of tragedy. Philosophical Inquiry in Education. 2019; 26(1):64-87.\u003c/li\u003e\n\u003cli\u003eMebert L, Barnes R, Dalley J, Gawarecki L, Ghazi-Nezami F, Shafer G, Slater J, Yezbick E. Fostering student engagement through a real-world, collaborative project across disciplines and institutions. Higher Education Pedagogies. 2020 Jan 1; 5(1):30-51.\u003c/li\u003e\n\u003cli\u003eCouncil for the Advancement of Standards in Higher Education (CAS). (2023). https://eric.ed.gov/?id=EJ938960\u003c/li\u003e\n\u003cli\u003eBaker, Robert W., and Bohdan Siryk. \u0026quot;Student Adaptation to College Questionnaire.\u0026quot; In \u003cem\u003eProgram of the Seventy-Fourth Annual Meeting\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eLiga F, Ingoglia S, LO CRICCHIO MG. Revision of the Student Adaptation to College Questionnaire (SACQ) for use with Italian students. Journal of Clinical \u0026amp; Developmental Psychology. 2022.\u003c/li\u003e\n\u003cli\u003eShiddiq MI, Fitra MA, Patricia R, Afriani DI, Bahar FA, Malay ED. Social support is positively correlated with college adjustment in first-year students. In3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019) 2020 Nov 27 (pp. 549-558). Atlantis Press.\u003c/li\u003e\n\u003cli\u003eScott H, Donovan E. Student adaptation to college survey: The role of self-compassion in college adjustment. Psi Chi Journal of Psychological Research. 2021 Jun 1; 26(2):101-12.\u003c/li\u003e\n\u003cli\u003eMane SD, Rathod G, Arlimatti S. Enhancing Higher Education: A Comprehensive Review of Outcome-Based Education Methodology and Course Outcomes Attainment in Pursuit of UN SDG No. 4. JOURNAL OF TECHNICAL EDUCATION. 2023:45.\u003c/li\u003e\n\u003cli\u003eSelf MJ, Stowers NA. Examining Social Adjustment of College Student-Athletes. International Journal of Research-Granthaalayah. 2022; 10:9-20.\u003c/li\u003e\n\u003cli\u003eBaker RW, Siryk B. Student adaptation to college questionnaire. In Program of the Seventy-Fourth Annual Meeting 1989.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Nursing Students, academic adaptation, institutional adaptation, social adaptation, institutional attachment","lastPublishedDoi":"10.21203/rs.3.rs-6562027/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6562027/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eTransitioning to undergraduate education is critical for students, involving academic challenges and social and emotional adjustments. Moving from high school to university marks a significant milestone, as students shift from dependent to independent learners. They move from a structured environment to organizing their time and making mature decisions which may be challenging. This study examined the factors influencing student engagement and adjustment to the university setting among Nursing students .\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eThe study was conducted with 114 undergraduate nursing students at the University of Medical Sciences, Ondo, Nigeria. A cross-sectional cohort case design assessed factors influencing student engagement and adjustment using the SACQ and the student engagement questionnaire. The aim to describe their most recent college experience among the students. Descriptive and bivariate analyses were adopted to identify correlations and patterns among variables.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe study findings illustrate the academic adjustment differences between students categorized as having 'UnFavourable Adjustment' and those with 'Favourable Adjustment.' Students in the UnFavourable Adjustment group exhibited significantly lower academic confidence (A05, p\u0026thinsp;=\u0026thinsp;0.02), weaker degree intentions (A08, p\u0026thinsp;=\u0026thinsp;0.04), and reduced program satisfaction (A09, p\u0026thinsp;=\u0026thinsp;0.02). On the other hand, there were no major differences found in how engaged students were in their studies or how clear their goals were, although there was a slight difference in how effort related to their results. Emotionally, these students reported fewer mood issues (p\u0026thinsp;=\u0026thinsp;0.02), less difficulty with emotional regulation (p\u0026thinsp;=\u0026thinsp;0.03), and did not perceive themselves as significantly different from their peers (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Additionally, they showed a lesser inclination to drop out (D04, p\u0026thinsp;=\u0026thinsp;0.01) and demonstrated stronger intentions to remain enrolled (D05, p\u0026thinsp;=\u0026thinsp;0.04).\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThe study revealed lower academic confidence and satisfaction. However, the participants reported better emotional regulation, fewer mood-related issues, and a more substantial commitment to remaining in college, highlighting a complex interplay between emotional resilience and academic adjustment.\u003c/p\u003e","manuscriptTitle":"Nursing Students' Engagement and Adjustment to University: A Case Study Approach in Nigeria","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-06 14:18:17","doi":"10.21203/rs.3.rs-6562027/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"104231517715465529328004522944078185994","date":"2025-08-05T04:49:07+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-04T19:29:05+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-05-15T10:26:27+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-05-14T05:27:17+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-05-14T05:25:43+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Nursing","date":"2025-04-30T07:01:42+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"7b3d5044-6f61-465e-b9a0-3a61ff30167f","owner":[],"postedDate":"August 6th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-08-06T14:18:17+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-06 14:18:17","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6562027","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6562027","identity":"rs-6562027","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}