Scholarlink

<p>Students’ college adjustment shapes their academic and developmental outcomes. However, its changing patterns, predictors, and outcomes are unclear. This study sought to characterize heterogeneous patterns of college adjustment trajectories among freshmen and explored the protective factors and developmental outcomes. The study sample consisted of 4,524 freshmen (<i>M</i>age = 18.50, <i>SD</i>age = 0.74; 53.5% female) from 18 Chinese public universities, who completed measures at three time points. They experienced slight increases in college adjustment, on average. Three adjustment trajectories were observed: <i>moderate slightly increasing</i> (87.6%), <i>low quickly increasing</i> (6.3%), and <i>high quickly decreasing</i> (6.1%). Social support and resilience were found to be protective factors for college adjustment. Moreover, the <i>low quickly increasing</i> group exhibited higher academic achievement and subjective well-being, while the <i>high quickly decreasing</i> group exhibited the lowest developmental outcomes. These findings underscore the importance of recognizing individual differences in college adaptation and their predictors and consequences for informing individualized intervention.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Heterogeneity in the developmental trajectories of college adjustment among Chinese college freshmen: identifying predictors and outcomes

  • 期刊论文

  • 发表日期：

    2026年1月17日

查看全文
  • Youguo Liao,
  • Jianwen Chen,
  • Manman Zhang,
  • Yan Liu

摘要

Students’ college adjustment shapes their academic and developmental outcomes. However, its changing patterns, predictors, and outcomes are unclear. This study sought to characterize heterogeneous patterns of college adjustment trajectories among freshmen and explored the protective factors and developmental outcomes. The study sample consisted of 4,524 freshmen (Mage = 18.50, SDage = 0.74; 53.5% female) from 18 Chinese public universities, who completed measures at three time points. They experienced slight increases in college adjustment, on average. Three adjustment trajectories were observed: moderate slightly increasing (87.6%), low quickly increasing (6.3%), and high quickly decreasing (6.1%). Social support and resilience were found to be protective factors for college adjustment. Moreover, the low quickly increasing group exhibited higher academic achievement and subjective well-being, while the high quickly decreasing group exhibited the lowest developmental outcomes. These findings underscore the importance of recognizing individual differences in college adaptation and their predictors and consequences for informing individualized intervention.