Impact of social support and resilience on adaptation to university
DOI:
https://doi.org/10.31211/rpics.2024.10.2.348Keywords:
Adaptation, University, Resilience, Perceived social support, Descriptive survey studyAbstract
Background: The transition from high school to university generates new challenges, which are not always easy to manage. In this context, factors such as resilience and perceived social support can facilitate this process. Objective: To analyze the relationship between perceived social support and resilience in the adaptation to university. Method: A total of 207 university students participated in the study, 154 of whom were female, aged between 17 and 39 (M = 19.63, SD = 3.53). Data were collected using the Adaptation to University Questionnaire, the Social Support Appraisal Scale, and the Connor-Davidson Resilience Scale. Results: Perceived social support and resilience were positively correlated with students' successful adaptation to university. Resilience showed a significant positive correlation with three dimensions of adaptation: Social Adaptation, Academic Adaptation, and Career Development. All dimensions of perceived social support were positively correlated with adaptation to university. Linear regression analysis showed that friends' and professors' perceived social support predicted better university adaptation. Conclusions: Resilience and perceived social support are relevant for successfully adapting students to university, with support from professors and friends being particularly significant in this process. Further research is essential to identify the most effective psychosocial interventions to support students during this transition period.
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