Academic Adjustment among Undergraduates
Social cognitive theory and self-determination theory assumed that self-esteem and self-efficacy may explain academic adjustment. In the present study, the assumption is tested among 226 undergraduates of Nnamdi Azikiwe University Awka. Ages of the participants were 18-40 years (M = 21.66, SD = 3.10). Three scales were used to collect data for the study: Academic adjustment scale (AAS), Rosenberg Self-esteem scale (R-SES) and General self-efficacy scale (G-SES). The study adopted correlation design and the hypothesis was tested with multiple regression analysis. The results indicated that self-esteem significantly predicted academic adjustment while self efficacy did not. The outcome of the study suggested for a framework for understanding the role of self-esteem on academic adjustment. It was recommended that self-esteem and self-efficacy should be encouraged and included in the University’s programs as part of general studies, routine seminars, conferences and orientation of new students.