Abstract
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 language | English |
|---|---|
| Pages (from-to) | 1444-1455 |
| Number of pages | 12 |
| Journal | Journal of Further and Higher Education |
| Volume | 43 |
| Issue number | 10 |
| Early online date | 1 Oct 2018 |
| DOIs | |
| Publication status | Published - 26 Nov 2019 |
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Keywords
- Adaptability
- achievement
- buoyancy
- motivation
- satisfaction
- university
ASJC Scopus subject areas
- Education
Cite this
Adaptability: Does Students’ Adjustment to University Predict Their Mid-Course Academic Achievement and Satisfaction? / Holliman, Andrew; Sheriston, Lee; Martin, Andrew J.; Collie, Rebecca; Sayer, Demi.
In: Journal of Further and Higher Education, Vol. 43, No. 10, 26.11.2019, p. 1444-1455.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Adaptability: Does Students’ Adjustment to University Predict Their Mid-Course Academic Achievement and Satisfaction?
AU - Holliman, Andrew
AU - Sheriston, Lee
AU - Martin, Andrew J.
AU - Collie, Rebecca
AU - Sayer, Demi
PY - 2019/11/26
Y1 - 2019/11/26
N2 - 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.
AB - 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.
KW - Adaptability
KW - achievement
KW - buoyancy
KW - motivation
KW - satisfaction
KW - university
UR - http://www.scopus.com/inward/record.url?scp=85054554152&partnerID=8YFLogxK
U2 - 10.1080/0309877X.2018.1491957
DO - 10.1080/0309877X.2018.1491957
M3 - Article
VL - 43
SP - 1444
EP - 1455
JO - Journal of Further and Higher Education
JF - Journal of Further and Higher Education
SN - 0309-877X
IS - 10
ER -