Prevalence of Adjustment Problem and Its Predictors among First-Year Undergraduate Students in Ethiopian University: A Cross-Sectional Institution Based Study
Open accessAbstract
Background. Being in a university for the first time is an unpleasant event and time of heavy pressure relating to social things and dissatisfaction for several new faculty students. Adjustment difficulties are the foremost common issues among freshman students; World Health Organization area unit researched a full-of-life adjustment innovation in universities. Despite this reality, there is a few literature that identifies prevalence and factors related to the adjustment downside among university/college students. Methods. Institutional based quantitative cross-sectional study style was conducted from May to June 2016. A total of 537 haphazardly elite students concerned within the study. The result adjustment downside was explained with Student Adjustment to College Questionnaire (SACQ). Data was described using descriptive analysis; logistic regression was used to assess the relation between adjustment downside and associated factors. An odds quantitative relation 95% confidence interval was used to point out the strength of association. Applied mathematics significance was declared as a p value less than 0.05. Result. A total of 537 respondents participate with a response rate of eighty-five percent. the prevalence of adjustment downside among the respondents was 228 ( 42.5%). Of the respondents, 327 (60.9%) were male and therefore the mean (sd) age was 19 (+- 1) years. Being away from home and homesickness (AOR=4.15,95% CI: 2.46,2,99 and AOR=5. 9,95% CI: 2.35,14.76) and difficulties in socializing or making friends (AOR=3.99,95% CI:2.29,6.98) and difficulties in managing time and study skill (AOR=3.02,95% CI: 1.3,7.02) were abundant associated factors with adjustment downside. Conclusion. The study confirms that freshman students joining university do face problems in adjusting themselves at the university. Homesickness, difficulties in socializing or making friends, and difficulties in managing time and study skill were found to be significant factors in adjustment downside.
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Academic adjustment problems are highly prevalent among students, at around 50%.
“Results of these studies indicate that academic adjustment problems are highly prevalent (around 50%) and negatively impact students’ functioning, including worse grades, high university dropout rates, and poor mental health [25–29].”
From Effectiveness and mediators of change of an online CBT intervention for students with adjustment disorder—study protocol for a randomized controlled trial (2023) · cites this paper as [28]
The Results (§3.1) report academic adjustment problems in 97 respondents (18.1%), not around 50%. The figure near 50% refers to overall adjustment problems (42.5%), a broader category. (LLM, conf=0.90)
Checked by a reasoning model — may be wrong.
Experimental — accuracy not yet measuredAcademic adjustment problems negatively impact students' functioning, including worse grades, high university dropout rates, and poor mental health.
“Results of these studies indicate that academic adjustment problems are highly prevalent (around 50%) and negatively impact students’ functioning, including worse grades, high university dropout rates, and poor mental health [25–29].”
From Effectiveness and mediators of change of an online CBT intervention for students with adjustment disorder—study protocol for a randomized controlled trial (2023) · cites this paper as [28]
The Results (§3.1; page unavailable) report adjustment problems in 42.5% of respondents, but academic adjustment problems in only 18.1%; the cited sentence conflates those measures. The Discussion (§4; page unavailable) says stress may compromise academic performance and links homesickness with depressed mood, while the Background (§1; page unavailable) associates adjustment difficulties with leaving studies. The paper does not report measured declines in grades or university dropout rates caused by academic adjustment problems. (LLM, conf=0.88)
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- Authors
- Belay Ababu, G., Belete Yigzaw, A., Dinku Besene, Y., & Getinet Alemu, W.
- Affiliations
- Department of Psychiatry, College of Medicine and Health Sciences, Dilla University, Dilla, Ethiopia
- Amanuel mental specialized Hospital, Addis Ababa, Ethiopia
- Department of Psychiatry College of medicine and health science, University of Gondar, Gondar, Ethiopia
- Venue
- Psychiatry Journal
- Publisher
- Wiley
- Published
- 2018-09-25
- Volume
- 2018
- Pages
- 1-7
- ISSN
- 2314-4327 (ISSN-L)
- 2314-4335
- PMC
- PMC6176292
- OpenAlex
- W2893602681
- Cited by
- 57
- References
- 18
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 6 · 2023: 15 · 2022: 10 · 2021: 7 · 2020: 3 · 2019: 2 · 2018: 1
- FWCI
- 6.38
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Psychiatry Journal (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Greater South Information System
- Funders
- Dilla University
- Dilla University School of Medicine and Health Science
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Sociology and Political Science › Psychosocial Factors Impacting Youth
- Keywords
- college adjustment, first-year students, adjustment problems, prevalence, homesickness, social adaptation, time management, study skills, predictors of adjustment, Ethiopian universities
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