Adaptability: Does Students’ Adjustment to University Predict Their Mid-Course Academic Achievement and Satisfaction?

Andrew Holliman, Lee Sheriston, Andrew J. Martin, Rebecca Collie, Demi Sayer

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)
474 Downloads (Pure)


Individual differences in ‘adaptability’–cognitive, behavioural, and emotional adjustment in the face of change, novelty, and uncertainty–are theorised to influence students’ academic achievement and course satisfaction; although the literature examining these relations in tertiary education is sparse. In the present study, first-year undergraduate students were surveyed for their adaptability, academic buoyancy, and academic motivation (predictor variables) along with their mid-course academic achievement and course satisfaction (outcome variables). Correlation analyses revealed that adaptability was significantly associated with all other variables in this study. Multiple regression analyses revealed that after controlling for individual differences in academic buoyancy and academic motivation, adaptability explained unique variance in both academic achievement and course satisfaction. These findings have important implications for researchers and educators seeking to understand first-year students’ adjustment to university and the influence this may have on their educational outcomes.

Original languageEnglish
Pages (from-to)1444-1455
Number of pages12
JournalJournal of Further and Higher Education
Issue number10
Early online date1 Oct 2018
Publication statusPublished - 26 Nov 2019


  • Adaptability
  • achievement
  • buoyancy
  • motivation
  • satisfaction
  • university

ASJC Scopus subject areas

  • Education


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