ACADEMIC RESILIENCE AS PREDICTOR OF ACADEMIC ADJUSTMENT AMONG FRESHMEN IN DISTANCE LEARNING PROGRAMME AT ONE PUBLIC UNIVERSITY

Peter JO Aloka
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Peter JO Aloka: University of the Witwatersrand, Wits School of Education, 2050, Wits, South Africa

Social Sciences and Education Research Review, 2023, vol. 10, issue 1, 151-161

Abstract: Adjusting to new learning environments remain a challenge to freshmen at universities worldwide. This research investigated academic resilience as predictor of academic adjustment among first year students enrolled in distance learning programme at one public university in South Africa. This study adopted a cross-sectional survey design in the data collection. The study participants comprised 86 students enrolled in Bachelor of Education degree programme in distance learning at one public university in South Africa. The Resilience theory guided this study. Two questionnaires the Academic Resilience scale and the Academic adjustment scale were adopted to aid data collection. The results indicate that academic resilience significantly predicts academic adjustment, with high-level student academic resilience associated to rise in academic adjustment. Further, the model summary shows that student academic resilience accounted for 10.0% (Adjusted R²=.100) of the variation in student academic adjustments. The study recommends that management of universities should develop assessment of freshmen to identify with academic adjustment challenges, so that earlier interventions could be adopted to assist them.

Keywords: Academic Resilience; Academic Adjustment; Students; Distance Learning Programme; Public University (search for similar items in EconPapers)
JEL-codes: Z0 (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:10:y:2023:i:1:p:151-161

DOI: 10.5281/zenodo.8151109

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