Exploring Academic Adjustment and Anxiety in College-Aged Youth
Kaviya Vijayakumar, Juliana Holcomb, MS, David A. Langer, PhD
Suffolk University
Introduction
● Emerging adults experience many changes as they transition to university. Academic
features, such as performance, have been significantly related to student adjustment in these
new settings.
● Previous research has suggested that students’ academic adjustment may relate to several
factors, including socioeconomic status (Sirin, 2005). Mental health symptoms (i.e., anxiety)
have also been studied as outcomes (Arjanggi et al., 2016).
● However, much of this research focuses on younger populations, such as elementary or
middle school students, rather than college students.
● Studying these relationships is essential in understanding what groups of college students
may need additional resources or programming in addressing their adjustment in college.
Methods: Measures
Results
Question 3
● Socioeconomic variables included:
○ Students’ methods of financing college (parents paying out of pocket, student
paying out of pocket, merit scholarships, need-based scholarships, loans, other
scholarships/awards)
Regression analysis shows that demographic factors (race, gender, years in college), financing
college, perceived social status, and academic adjustment levels significantly relate to (p = 0.02)
anxiety. Academic adjustment emerges as the most significant factor.
Multiple Linear Regression
○ Students’ perceived social status, measured through the MacArthur Scale of Subjective
Social Status.
● Academic adjustment was measured through the Student Adjustment to College
Questionnaire (SACQ), The academic adjustment subscale including the four clusters of
motivation, application, performance, and academic environment.
● Anxiety was measured using the Depression Anxiety Stress Scales (DASS).
Research Aims
● Analysis was run using SPSS including correlation matrices as well as simple and multiple
linear regressions using variables of interest.
This study aims to answer the following research questions:
1) Does socioeconomic status in college students relate to academic adjustment?
2) How does academic adjustment levels relate to anxiety symptoms among college students?
Results
3) Of demographic factors, socioeconomic status, and academic adjustment, what
are the most significant correlates of anxiety in college students?
Question 1
Student methods of financing college significantly related to academic adjustment levels.
Methods: Participants
● Researchers at Boston University collected responses through a computer-based
survey from college students (N=216) attending BU.
Table 4: Regression table displaying regression coefficient, standard error, t-value, and significance
for multiple linear regression model looking at demographic variables, socioeconomic variables, and
academic adjustment as correlates of anxiety.
● Students reported socioeconomic variables, academic adjustment levels, and current
anxiety scores. It is important to note that students in this sample are majority female, majority
Asian, and majority first-year students.
Discussion
Perceived social status was significantly correlated with academic adjustment levels. r = -0.159
● As supported by previous research, the data suggests a relationship between SES,
academic adjustment, and anxiety levels in students. However, the findings indicate that
relationships between these variables for students in college may be different from younger
students (Sirin, 2005).
● It is essential to note that findings apply to students who have made it to college,
and results generalize to this specific population.
● The link between SES and academic adjustment suggests that there may be a
need for more education, resources, and support around helping students of
different socioeconomic backgrounds adjust to college academically.
Question 2
● The data indicates that anxiety may not always maladaptive towards academic
success, and that more mental health support and resources may be needed for
these groups of students.
Academic adjustment levels were significantly correlated (p = 0.01) with anxiety levels. r = 0.219
● Results, while showing significance, are small in size. Continued study in this field
is crucial in creating effective programs and resources for college students to
address their adjustment and anxiety levels.
References
Arjanggi, R. & Kusumaningsih, L. (2016). The correlation between social anxiety &
academic adjustment among freshmen. Procedia Social & Behavioral Sciences, 104-107.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic
review of research. Review of Educational Research, 75(3), 417–453.