College Adjustment Profiles of Undergraduate Students

Abstract

This study investigated the college adjustment profiles of undergraduate students at the Cotabato Foundation College of Science and Technology (CFCST) during the second semester of School Year 2024-2025. Anchored on Baker and Siryk’s Psychosocial Model the research utilized a quantitative descriptive-comparative design. From a population of 7,654, a sample of N = 2,358 students was selected using proportional stratified random sampling. Data were gathered via an online survey using the adapted 67-item Student Adjustment to College Questionnaire (SACQ). Statistical treatments included frequencies, percentages, means, standard deviations, independent samples t-tests, and Welch’s Analysis of Variance. Results revealed that respondents exhibited a moderate overall level of college adjustment, with institutional adjustment recording the highest mean and personal-emotional adjustment registering the lowest mean. Independent samples t-tests showed statistically significant gender disparities in academic, personal-emotional, and institutional adjustment domains (p < .001), whereas social adjustment remained invariant. Additionally, Welch’s ANOVA indicated significant variations across academic departments in academic and institutional adjustment (p < .001), while adjustment levels remained consistent across all undergraduate year levels. The study recommends implementing targeted mental health programs, gender-responsive institutional scaffolding, and continuous guidance services spanning the entire undergraduate life cycle.