Adaptation of the Turkish Language Version of the Inventory of New College Student Adjustment: The Roles of Resilience and Social Self-Efficacy in College Adjustment

Yıl 2021, , 1 - 12, 30.06.2021

Nesime Can , Bilal Kalkan

https://doi.org/10.33200/ijcer.747467

Öz

Transition from high school to college can be a struggle for many students. To support the first-year college students during the transition, various factors can be taken into consideration. In this study, we focused on the role of resilience, social self-efficacy, college orientation, and student organization involvement in college adjustment among the first-year Turkish college students. Using snowball sampling, we distributed our online survey package across Turkey and recruited a total of 346 participants. To measure the concept of college adjustment, we developed and validated Turkish language version of the Inventory of New College Student Adjustment (INCA-T) due to the limitations of existing instruments. The confirmatory factor analysis results indicated that the 10-item INCA-T revealed a good fit with Turkish sample. Then, using INCA-T, we evaluated the relationship among college adjustment, resilience, social self-efficacy, attendance of a student orientation program, and involvement in student organizations. Multiple regression analysis results showed that resilience and social self-efficacy were significant predictors of college adjustment among the first-year students. Also, individuals participating in student orientation and student organizations reported significantly greater adjustment to college. Considering the findings of the present study, we discussed implications for faculty advisors and college counselors, then provided recommendations for future researchers.

Anahtar Kelimeler

College adjustment, Resilience;, Social self-efficacy, Orientation, First-year student

Kaynakça

• Akbalık, G. (1997). Bilgilendirme ve grupla psikolojik danışmanın üniversite birinci sınıf öğrencilerinin üniversiteye uyumları üzerine etkisi [The effect of briefing and group counseling on college adjustment of first year university students]. Ankara University Journal of Faculty of Educational Sciences (JFES), 30(1) 159-199.https://doi.org/10.1501/Egifak_0000000268
• Akin, A., & Akkaya, O. (2015). The validity and reliability study for the Turkish Version of the Social Efficacy and Social Outcome Expectations Scale. Bartın University Journal of Faculty of Education, 4(1), 204-213. https://doi.org/10.14686/BUEFAD. 2015111025
• Aladağ, M., Kağnıcı, D. Y., Tuna, M. E. ve Tezer, E. (2003). University Life Scale: A study on scale construction and construct validity. Psikolojik Danışma ve Rehberlik Dergisi, 2(20), 41-47. Retrieved from https://dergipark.org.tr/tr/pub/tpdrd/issue/21440/229865
• Aslan, S. (2015). Development of Adjustment to University Life Scale. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(4), 132-145. Retrieved from http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1778-published.pdf
• Azmitia, M., Syed, M., & Radmacher, K. (2013). Finding your niche: Identity and emotional support in emerging adults’ adjustment to the transition to college. Journal of Research on Adolescence, 23, 744–761. https://doi.org/10.1111/jora.12037
• Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31(2), 179-189. https://doi.org/10.1037/0022-0167.31.2.179
• Baker, R. W., & Siryk, B. (1986). Exploratory intervention with a scale measuring adjustment to college. Journal of Counseling Psychology, 33(1), 31–38. https://doi.org/10.1037/0022-0167.33.1.31
• Bakioglu, F. (2019). An investigation of perceived social support and social efficacy in university students. OPUS-International Journal of Society Researches, 11(18), 1858-1875. https://doi.org/10.26466/opus.544883
• Banyard, V. L., & Cantor, E. N. (2004). Adjustment to college among trauma survivors: An exploratory study of resilience. Journal of College Student Development, 45(2), 2007-221. https://doi.org/10.1353/csd.2004.0017
• Berardi, L., Sanchez, B., & Kuperminc, G. (2020). Predictors of natural mentoring relationships and students’ adjustment to college. Journal of Community Psychology, 2, 525-544. https://doi.org/10.1002/jcop.22269
• Bishop, D. I., Hansen, A. M., Keil, A. J., & Phoenix, I. V. (2019). Parental attachment and adjustment to college: The mediating role of avoidant coping. The Journal of Genetic Psychology, 1–14. https://doi.org/10.1080/00221325.2019.1577797
• Bowman, N. A., Jarratt, L., Jang, N., & Bono, T. J. (2019). The unfolding of student adjustment during the first semester of college. Research in Higher Education, 60(3), 273. https://doi.org/10.1007/s11162-018-9535-x
• Bruffaerts, R., Mortier, P., Kiekens, G., Auerbach, R. P., Cuijpers, P., Demyttenaere, K., Green, J. G., Nock, M. K., & Kessler, R. C. (2018). Mental health problems in college freshmen: Prevalence and academic functioning. Journal of Affective Disorders, 225, 97-103. https://doi.org/10.1016/j.jad.2017.07.044
• Bülbül, T., & Acar Güvendir, M. (2014). A research study on freshman students’ higher education integration levels. Journal of Educational Sciences Research, 4, 397–418. http://dx.doi.org/10.12973/jesr.2014.41.21
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037//0033-2909.112.1.155
• Council of Higher Education (2019). Transitions to Higher Education Statistics. Retrieved from https://istatistik.yok.gov.tr
• Credé, M., Niehorster, S. (2012). Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24, 133–165. https://doi.org/10.1007/s10648-011-9184-5
• DeWitz, S. J., & Walsh, W. B. (2002). Self-efficacy and college student satisfaction. Journal of Career Assessment, 10, 315–326. https://doi.org/10.1177/10672702010003003 Dimitrov, D. M. (2012). Statistical methods for validation of assessment scale data in counseling and related fields. Wiley.
• Dogan, T. (2012). A long-term study of the counseling needs of Turkish university students. Journal of Counseling & Development, 90, 91–96. https://doi.org/10.1111/j.1556-6676.2012.00012.x
• Erkan, S., Cihangir Çankaya, Z., Terzi, Ş., & Özbay, Y. (2011). An assessment of university counseling and guidance centers. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 22, 174-198. Retrieved from https://dergipark.org.tr/tr/download/article-file/181347
• Haktanir, A., Lenz, A. S., Can, N., & Watson, J. C. (2016). Development and evaluation of Turkish language versions of three positive psychology assessments. International Journal for the Advancement of Counselling, 38(4), 286–297. https://doi.org/10.1007/s10447-016-9272-9
• Haktanir, A., Watson, J. C., Ermis-Demirtas, H., Karaman, M. A., Freeman, P. D., Kumaran, A., & Streeter, A. (2018). Resilience, academic self-concept, and college adjustment among first-year students. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/1521025118810666
• Karaman, M. A., Lerma, E., Vela, J. C., & Watson, J. (2019). Predictors of academic stress among college students. Journal of College Counseling, 22, 41–55. https://doi.org/10.1002/jocc.12113.
• Karaman, M. A., & Sari, H.İ. (2020). Psychological and familial factors as predictors of first-year university students’ positive orientation. Journal of Adult Development. Advance Online Publication. https://doi.org/10.1007/s10804-020-09349-x
• Kim, S. R. & Lee, S. M. (2018). Resilient college students in school-to-work transition. International Journal of Stress Management, 25, (2), 195-207. http://dx.doi.org/10.1037/str0000060
• Kingery, J. N., Bodenlos, J. S., & Lathrop, A. J. (2019). Facets of dispositional mindfulness versus sources of social support predicting college students’ psychological adjustment, Journal of American College Health, 1-8. http://dx.doi.org/10.1080/07448481.2019.1574801
• Konrath, S. (2012). Self-esteem, culturally defined. In Cultural Sociology of Mental Illness: An A-to-Z Guide, Sage Reference. Retrieved from https://www.ipearlab.org/media/publications/Konrath_self_esteem_overview.pdf
• Lenz, A. S., Soler, I. G., Dell’Aquila, J., & Uribe, P. M. (2017). Translation and cross-cultural adaptation of assessments for use in counseling research. Measurement and Evaluation in Counseling and Development, 50, 224–231. doi:10.1080/07481756.2017.1320947
• Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis testing approaches to setting cutoff values for fit indexes and dangers in over-generalizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11, 320–341. https://doi.org/10.1207/s15328007sem1103_2
• Masten, A. S. (2014). Ordinary magic: Resilience in development. The Guilford Press.
• Medina, M. S. G. (2018). Self-esteem, social support and college adjustment of business and accountancy students. Review of Integrative Business and Economics Research, 7(2), 167-175. Retrieved from http://buscompress.com/uploads/3/4/9/8/34980536/riber_7-s2_k18-042_167-175.pdf
• Menard, S. (1995). Applied Logistic Regression Analysis: Sage University Series on Quantitative Applications in the Social Sciences. Sage.
• Mercan, C. S., & Yıldız, S. A. (2011). Egitim Fakültesi birinci sınıf öğrencilerinin üniversiteye uyum düzeylerinin farklı değişkenler açısından incelenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 16, 135–154. Retrieved from https://hayefjournal.org/tr/egitim-fakultesi-birinci-sinif-ogrencilerinin-universiteye-uyum-duzeylerinin-farkli-degiskenler-acisindan-incelenmesi-16525
• Muezzin, E.E. & Kaya, A. (2018). The university students’ opinions on adaptation to the university and seeking professional psychological counselling. Education for Life, 32(1), 69-90. Retrieved from https://acikerisim.iku.edu.tr/bitstream/handle/11413/5463/%c3%9cniversite%20%c3%96%c4%9frencilerinin%20%c3%9cniversiteye%20Uyum%20ve%20Psikolojik%20Yard%c4%b1m%20Aramaya%20%c4%b0li%c5%9fkin%20G%c3%b6r%c3%bc%c5%9fleri.pdf?sequence=1&isAllowed=y
• Mvududu, N. H., & Sink, C. A. (2013). Factor analysis in counseling research and practice. Counseling Outcome Research and Evaluation, 4(2), 75–98. https://doi.org/10.1177/2150137813494766
• National Center for Education Statistics (NCES). (2019). Undergraduate enrollment. Retrieved from https://nces.ed.gov/programs/coe/indicator_cha.asp
• Neter, J., Wasserman, W. & Kutner, M. H. (1989). Applied Linear Regression Models. Irwin.
• OECD (2019). Education at a glance 2019 OECD indicators. Retrieved from https://www.oecd-ilibrary.org/docserver/f8d7880d-en.pdf?expires=1622529440&id=id&accname=guest&checksum=674730901B8A76CED181B0ABAAD213BD
• Ozkan, S., & Yılmaz, E. (2010). Adaptation status of university students to university life (Bandırma example). Fırat Sağlık Hizmetleri Dergisi, 5(13), 153-171. Retrieved from https://www.researchgate.net/profile/Emel-Yilmaz-6/publication/292989046_Universite_Ogrencilerinin_Universite_Yasamina_Uyum_Durumlari_Bandirma_OrnegiAdaptation_Status_of_University_Students_to_University_Life_Bandirma_Example/links/56b497a708ae22962fe61139/Ueniversite-Oegrencilerinin-Ueniversite-Yasamina-Uyum-Durumlari-Bandirma-Oernegi-Adaptation-Status-of-University-Students-to-University-Life-Bandirma-Example.pdf
• Perrine, R. M. & Spain, J. W. (2008). Impact of a pre-semester college orientation program: Hidden benefits? Journal of College Students Retention: Research, Theory & Practice, 10(2), 155-169. https://doi.org/10.2190/CS.10.2.c
• Pester, D., Lenz, A. S., Watson, J. C., Dell'Aquila, J., & Nkyi, A. K. (2018). Evidence for use of a psychometric inventory of new college student adjustment with Ghanaian students: Implications for the professional globalization of counseling. The Professional Counselor, 8(1), 11-20. https://doi.org/10.15241/dp.8.1.11
• Rahat, E. & İlhan, T. (2015). Coping styles, social support, relational self-construal, and resilience in predicting students’ adjustment to university life. Educational Sciences: Theory & Practice, 16(1), 187-208. https://doi.org/10.12738/estp.2016.1.0058
• Reynolds, W. M., Ramirez, M. P., Magrina, A., & Allen, J. E. (1980). Initial development and validation of the Academic Self-Concept Scale. Educational and Psychological Measurement, 40, 1013–1016. https://doi.org/10.1177/001316448004000428
• Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Test of Significance and Descriptive Goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to Structural Equation Modeling. (3rd ed.). Routledge, New York.
• Sevim, S., & Yalcin, İ. (2006). An example of a brief orientation program: Students’ Adaptation levels of and opinions about the program. Journal of Faculty of Educational Sciences, 39(2), 217-233. https://doi.org/10.1501/Egifak_0000000135
• Sevinc, S., & Gizir, C. A. (2014). Factors negatively affecting university adjustment from the views of first-year university students: The case of Mersin University. Educational Sciences: Theory & Practice, 14(4), 1301-1308. https://doi.org/10.12738/estp.2014.4.2081
• Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International journal of behavioral medicine, 15(3), 194-200. https://doi.org/10.1080/10705500802222972
• Soncu Buyukiscan, E. (2018). Factors predicting psychological adjustment among university students in Turkey. International Journal of Psychological Studies, 10(4), 25-33. https://doi.org/10.5539/ijps.v10n4p25
• The World Bank. (2019). School enrollment, tertiary. Retrieved from https://data.worldbank.org/indicator/SE.TER.ENRR
• Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. Journal of Higher Education, 59(4), 438-455. https://doi.org/10.1080/00221546.1988.11780199
• Ulus, Ç., Can, N., Haktanir, A., Ricard, R. (2019, November 15-17). Current status of university counseling centers in Turkey [Conference session]. IX. International Congress on Psychological Counseling and Guidance in Higher Education, İstanbul, Turkey. https://www.nobelyayin.com/sunumlar/uluslararasi_pdr_kongre_bildiri_kitap/2019-bildiriler_kitap.pdf
• Watson, J. C., & Lenz, A. S. (2018). Development and evaluation of the Inventory of New College Student Adjustment (INCA). Journal of College Student Retention: Research, Theory, and Practice, 0(0), 1-16. https://doi.org/10.1177/1521025118759755
• Wright, S. L., & Perrone, K. M. (2010). An examination of the role of attachment and efficacy in life satisfaction. Counseling Psychologist, 38, 796−823. doi:10.1177/0011000009359204
• Wright, S. L., Wright D. A., & Jenkins-Guarnieri (2013). Development of the Social Efficacy and Social Outcome Expectations Scale. Measurement and Evaluation in Counseling and Development.46 (3), 218-231. https://doi.org/10.1177/0748175613484042
• Yalim, D. (2007). First year college adjustment: The role of coping, ego-resiliency, optimism and gender [Master’s thesis]. Middle East Technical University, Ankara, Turkey.
• Yang, C.-C. (2020). Similar patterns, different implications: First-generation and continuing college students’ social media use and its association with college social adjustment. Journal of College Student Retention: Research, Theory and Practice, (0), 1-20. https://doi.org/10.1177/1521025120902755
• Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52, 30–41. https://doi.org/10.1207/s15327752jpa5201_2
• Zorlu Yam, A. & Tüzel İşeri, E. (2019). The relationship between perceived social support levels and social efficacy and social outcome expectations: A study on education faculty students. Uluslararası Türk Eğitim Bilimleri Dergisi, 13, 51-66. https://dergipark.org.tr/en/pub/goputeb/issue/49904/619951