Pakistan Journal of Social and Clinical Psychology

2012, Vol. 10, No 2, 32-37

Adjustment and Emotional MaturityAmong

First Year College Students
Bharti Sharma
Dept.of Psychiatry, Shri Krishna Hospital
Karamsad,Gujarat-India
The present study compared college adjustment processes and emotional maturity between first and final year
female students enrolled in different undergarduate courses offered by colleges affiliated with University of
Rajasthan in Jaipur city.They were assessed on Adjustment Inventory for College Students (Sinha and
Singh,1995)and Emotional Maturity Scale (Bhargava and Singh,1991).Results indicated that the first year
undergraduate students were less emotionally mature, and had difficulty in adjusting emotionally and socially
to the changing demands of the environment and faced more academic difficulty as compared to final year
students. The final year students were more socially adjusted and more integrated into the social fabric of the
college. Based on the research implication for further counseling interventions are discussed.
Keywords: first year undergraduates, emotional maturity, adjustment, female student

Transition from school to college is a complex process for almost

all students. Pascarella and Terenzini (1991) describe this transition
as a "culture shock involving significant social and psychological
relearning in the face of encounters with new ideas, new teachers
and friends with quite varied values and beliefs, new freedoms and
opportunities, and new academic, personal and social demands" (pp.
58- 59)
Adjusting to college life immediately after school becomes a
difficult transition for many students. The decision to go to college
depends on many reasons. It can be for higher education, earning a
degree, increasing knowledge or personal growth. Going to college
gives a chance to the students to learn new things, meet new people,
to deal effectively with new experiences and challenges which
eventually help them in their personal growth and development.
According to Arkoff (1968), the definition of college adjustment
reflects on how much an individual achieves through it and its effect
on his personal growth. In terms of how adjusted he is also depends
on his capability of getting grades and eventually achieving the
degree.Tinto(1993) has proposed three stages that students move
through from school to college i.e. separation, transition and
incorporation. According to Astins (1999) theory of involvement, a
highly involved student is one who, for example, devotes
considerable energy to studying, spends much time on campus,
participates actively in student organizations, and interacts
frequently with faculty members and other students. Adjustment
difficulties arise from the differences between the expectations of
the students and realities of collegelife. The nature of students
expectations about university, and their relation with adjustment in
university, were examined in a longitudinal investigation by
(Jackson, Pancer, Pratt, & Hunsberger, 2000) . Students whose
expectations were fearful reported more stress, depression, and
poorer university adjustment than sstudents with other types of
expectations, particularly prepared. Also Mohan (1992) asserts that

Correspondence concerning this article should be addressed to Dr.Bharti

Sharma, Dept.of Psychiatry,Shri Krishna Hospital,Karamsad,Gujarat-388325
IndiaPhone-02692-228744,09377679475
Email: [email protected]

adjustment improves with age.

Adjustment to college involves a variety of demands differing in
kind and degree and requiring lot of coping responses or
adjustments. Its not only academics with which the students are
concerned; they are equally affected by the social and emotional
changes. The first year students have an increased personal freedom
where they have to make their own decisions and take the
responsibility to maintain balance between various newfound
demands. In college they are required to adjust to the new
environment and to work out their concerns directly with the
teachers. As far as the academic adjustment is concerned, students
are expected to be independent learners in college where they need
to adjust with the new academic demands. It is different from what
they experienced in school because here they have to face more
competition, deal with more academic load and to maintain pace
with other students in the class they need to follow the different
teaching styles. However, Sood (1992) found no significant
relationship between achievement and adjustment. Students
academic achievement throughout a period of one semester found to
be significantly predicted by college overall adjustment, academic
adjustment, and personal-emotional adjustment (Abdullah, Elias,
Mahyuddin & Uli 2009).
For new students it is again important to adjust themselves with
the social climate of the college. A major task for them is to learn to
manage their feelings and to express them appropriately. According
to Geredes and Mallinckrodt (1994) who studied 155 freshmen, and
found that personal adjustment and integration into the social fabric
of campus life play a role at least as important as academic factors in
student retention. Mishra and Singh (1998) concluded that the
students belonging to low and high socioeconomic status
significantly differ in social adjustment. According to Upcraft and
Gardener (1989) the experiences and opportunities during college
students freshmen years play an important role in its successful
completion. Results of the study by Dyson and Renk (2006) on the
relationship among the gender role, level of depressive
symptomatology, and level of stress exhibited by college freshmen
showed that all these factors are considered as important in
facilitating their transition to university life. Masculinity
significantly predicted problem-focused coping, and femininity
significantly predicted emotion-focused coping. Tiwari and

SHARMA

Pooranchand (1994) founded a significant difference between high

and low achieving students in familial, social and emotional areas of
adjustment. Enochs and Roland (2006) examined the relationship
between living environment, gender, overall adjustment to college
and social adjustment in freshmens academic and overall
adjustments. The study found that boys had significantly higher
overall adjustment levels than girls regardless of living environment.
There is a paucity of research on assessing the adjustment
processes of students in colleges in India. Not much work done on
student adjustment and related interventions. Deducing from above
studies it has found that entering to college is considered as a time
full of stress and strain many emotional and psychological issues are
raised as a result. Since pursuing college degree students put their
major time, energy and money into it, it is crucial to give proper
attention to the problems related to adjustment among freshmen
students. A major adjustment difficulty could mean an inability to
graduate which in turn can affect their future.
Hence this research has the following objectives
1. To find out the differences in the levels of adjustments amongst
first year and final year undergraduates.
2. To find out the differences in emotional maturity levels in both
the groups.

Hypotheses
1. Final year students would be better adjusted as compared to first
year students.
2. Final year students would be more emotionally mature than the
first year students

Method
Sample
The locale of the present study was confined to the girls colleges
of Jaipur city. A sample comprising of 50 first year and 50 final year
students was selected from various faculties (B.A/B.Com/B.Sc). A
total of 100 girls age range between 17 to 22 years. Data was mainly
collected from educational institutions and two months after new
admissions were taken. The institutes were selected conveniently
while the students in these institutes were selected randomly from
the predefined lists in all the faculties.

Instruments
1) Adjustment Inventory for college students (AICS; Sinha &
Singh, 1995).The inventory is designed to discriminate normal from
poorly adjusted college students. The scale has total 102 items
which measure adjustment of the college student in five areas i-e.,
a)Home(16 items), b)Health(15 items), c)Social(19items),
d)Emotional(31 items), and e)Educational(21 items).Each item has
two options Yes or No.Co-efficient of reliability of the test was
determined by the authors by split-half method for
a).87,b).83,C).96,d).95,e).97 and total .94,by test-retest method for
a).85,b).82,c).95,d).94,e).96 and total .93,by Hoyt's method for
a).86,b).85,c).95,d).95,e).94 and total .94,by K-R formula 20 for
a).84,b).82,c).92,d).94,e).93 and total .92. In the beginning a list of
201 items was prepared. The list was presented to a group of 5
judgesand only those items were retained, about which the judges
were unanimous for their retention. This led to elimination of 35

33

items out of 20.The remaining 166 items were subjected to item

analysis In item analysis validity coefficients were determined for
each item by bi-serial correlation method and only such items were
retained which yielded biserial-correlation with both the
criteria1)total score 2)area score, significant at .001 level.This led to
the exclusion of 64 items out of 166 and therefore 102 items were
retained after item analysis. The responses were scored as per the
manual. Students scoring high in Home area tend to be
unsatisfactorily adjusted towards their home surroundings. High
scores in health area reflects unsatisfactory adjustment. Students
scoring low in social adjustment are submissive and retiring while
high scores indicate aggressive behavior. In emotional adjustment
area high scores indicate unstable emotion.Students with low scores
tend to be emotionally stable.In educational adjustment area students
scoring high are poorly adjusted towards their curricular and co
curricular programmes,Students with low scores are interested in
educational activities.For computational efficacy,the excellent and
good adjustment levels were summated as High adjustment while
unsatisfactory and very unsatisfactory as low adjustment.The
average levels were considered as moderate.
2) Emotional Maturity Scale (EMS; Singh and Bhargava, 1991).
This scale measures a list of five broad factors of Emotional
Immaturity-Emotional Unstability, Emotional regression, social
maladjustment, personality disintegration, lack of independence. It
is a self reporting five point scale.Items of the scale are in question
form demanding information for each in either of the 5 options:
Always,Mostly,Uncertain,Usually,Never. The items were scored as
5,4,3,2,1 respectively.Therefore, the higher the score on the
scale,greater the degree of the emotional immaturity and vice
versa.The scale has total 48 items. There are 10 items per factor
except the fifth factor which has 8 items.The highest possible score
for the first 4 areas are 50 and the lowest is 10 while for the fifth
factor the highest score is 40 and lowest is 8.(For all the first 4
factors the extremely unstable range from 10-20( for 5th factor-816),moderately unstable from 21-30(17-24),unstable from 31-40(2532),stable from 41-50(33-40)). Reliability of the scale was
determined by test retest reliability which was 0.75 and internal
consistency for various factors ranged from .42-.86.The scale was
validated against external criteria, i.e. .,the (d) area of the
adjustment inventory for college students by Sinha and Singh
(1995). The inventory has 'd' area measuring emotional adjustment
of college students. The no of items of this area is twenty one.
Product moment correlation obtained between total scores on all
twenty one(d) items and total scores on EMS was .64
(N=46).Scoring was done as per the manual. The five factors:
Emotional unsatability represents syndrome of lack of capacity to
dispose off problems,irritability,needs constant help for ones day to
day work,vulnerability,stubbornness and temper tantrums.Emotional
regression represents such syndromes as feelings of
inferiority,restlessness,hostility,aggressiveness
and
self
centeredness. Social maladjustment shows person lacks social
adaptability.Personality disintegration where person suffers from
inferiorities and hence reacts to environment through
aggressiveness,destruction and has distorted sense of reality. Lack
of independence shows persons parasitic dependence on others, lack
of objective interests in people and think of him as an unreliable
person.
3) Interview Schedule-An unstructured interview was conducted
as per the requirement of the objectives to get the detailed
information about the college experiences of both the set of
respondents. Since there are individual differences.Some students

ADJUSTMENT AND EMOTIONAL MATURITY

took the study in a serious manner and tried to provide extensive

and elaborate information.Since it was an unstructured interview
they could elaborate on what they were saying and related to it
questions were asked to clarify their point of view while on the
other hand there were some students who only gave information
even after probing and that too limited one.Therefore they were
asked specific questions.Length of the interview varied between 15
to 30 minutes. It has 2 key divisions. One dealt with preliminary
issues.These issues dealt with basically their general experience in
college,the kind of facilities provided to them,what they actually
miss from the school etc.It was basically done to establish rapport
and which also helped them confide in us and to take the
questionnaires in the right earnest.The second dealt with the main
study questions. Some of the questions asked were--how
difficult/easy for them to deal with the changed environment in
college, increase/decrease in capacity to deal with the problems, any
change in emotional expression, their relationship with their peers,
do they feel increase in academic pressures, change in dealing with
parents, their views on newfound freedom, effect of changed
conditions on their overall personality.

Procedure
The administration of the respective institutes were informed and
verbal consent to conduct the study was taken.Consent was also
taken from the respondents after explaining to them the purpose of
the research as well as the academic use of the data later on.Both the
measures were given individually to the subjects. Before
administering the tests a short intake interview was taken where
their doubts related to the tests were dealt with. They were assured
that their responses would be kept confidential and that it was purely
for educational research purpose. Instructions were read aloud by
the investigator and simple clarifications of word meanings were
given on request without influencing subjects responses. Scoring
was done as per given in the manual. After administration of the
tests, a small unstructured interview was also done with each of the
students to know more about their experiences in college.

34

moderate level of adjustment in almost all the areas of adjustment.

The scores in social area were found to be at the high level which
indicated their better adjustment in the social fabric of the
college.The first year undergraduates overall adjustment to college
is unsatisfactory (58%)while the third year students adjustment is at
an average (39%) level.
Table 2 showedthe comparison between first year and final year
students adjustment in all the five areas of adjustment. Results
revealed that there was significant difference between first year and
final year students in Social area t(98) = 6.29, p<.01, Emotional area
t(98) = 3.88, p<.01, and Educational areat(98)= 4.03, p<.01. Results
indicated that there was significant difference in overall adjustment
scores for first year(M=43.7,SD=4.66) and final year
students(M=33.68,SD=5.34),t(98)=7.00,p<.01.The means of both
the students suggested that the overall adjustment of the final year
students was better as compared to the first year students.
Table 3 showed the difference between first year and final year
students on emotional maturity. Results suggested that first year
students are more emotionally immature on all the variables
ofemotional maturity. The mean differences were found to be
significant in both the groups on all the variables i.e.
emotionalinstability t(98) = 2.57, p< .01 ,emotional regression t(98)
=2.79, p< .01, social maladjustment t(98) = 3.59, p< .01,
personality disintegration t(98) = 3.18, p< .01 and lack of
independence t(98) =

Table 2
Intergroup comparison for Sub-Scales of Adjustment between first
and third Year Students (N=100)
Area
First Year students Third Year students
M
SD
M
SD
T
Home
5.06
1.76
4.52
2.08
.99
Health
5.3
1.87
5.02
1.99
.51
Social
9.82
1.73
6.48
1.97
6.29*
Emotional
13.64
3.37
10.22
2.76
3.88*
Educational
9.88
2.17
7.44
2.06
4.03*
Overall
43.7
4.66
33.68
5.34
7.00*
df = 98. *p <.01.

Results
Table 1 summarized the first year and final year students level of
adjustment in five separate areas. Findings showed that majority of
first year students were in the moderate category where home and
health areas are concerned. However, 72% of the respondents were
found to be at the low level for the educational area which suggests
that students faced more difficulties in adjusting academically.
While at the same time low scores in social (56%) and emotional
(52%) areas show that they experience problems in these areas in
college campus. The adjustment levels of final year undergraduates
again reflected that majority of the respondents lie in the moderate
level. The results suggested that final year respondents showed

Table 3
Differences between first year and third Year Students on different
Variables of Emotional Maturity (N=100)
Variables
First Year
Third Year
M
SD
M
SD
T
Emotional Instability
32.18 4.13 29.04 4.41 2.57*
Emotional Regression
35.3
5.01 31.64 4.13 2.79*
Social maladjustment
29.9
4.23 25.86 3.62 3.59*
Personality disintegration
27.68 4.12
24
3.96 3.18*
Lack of independence
20.92 3.78 18.76 3.60 2.04*
df=98 *p<.01

Table 1
The Distribution of scores of First Year and Final Year Respondents in different areas of Adjustment
High
Moderate
I yr
III yr
I yr
III yr
Area
Score
f
%
f
%
Score
F
%
f
%
Score
Home
0-3
8
16
17
34
4-5
24
48
18
48
6&above
ffHealth
0-2
3
6
4
8
3-6
34
68
38
76
7&above
Social
0-6
1
2
25
50
7-9
21
42
21
42
10&above
Emotion
0-7
0
0
9
18
8-14
24
48
39
78
15&above

Low
I yr
f
18
13
28
26

%
36
26
56
52

III yr
f
%
15
36
8
38
4
8
2
4

SHARMA
Educational
0-4
0
0
6
12
5-8
14
2.04, p< .01.
The major information concluded from the interview schedule
suggests that the majority of the first year students faced many
adjustment problems whether related with thier studies or relating
with their classmates.They were more apprehensive about their
appearances.They felt difficulty in relating with other students of
different backgrounds. Teaching styles of the teachers in college
made it difficult for them to grasp the subject matter taught in the
class.It all leads to difficulty in concentrating.They were also fearful
of the pattern of the exams and also worried about the unexpected
problems that might come.They felt that they have made wrong
choices in selecting the subjects and therfore thought of leaving the
college to join some other course.According to them at times they
become lost not knowing whom to trust.They were scared of
future.They also believed that their parents have now started giving
them independent assignments.Many of them reported of mental
tensions and increase in irritability,anger,anxiety,avoidance of social
functions,feeling of loneliness,pessimism.

Discussion
This study has revealed the emotional maturity and adjustment
levels of first and final year students mainly in five areas of
adjustment i.e. Home, Health, Social, Emotional and Educational as
well as the overall adjustment scores of both the groups. The study
found significant differences in the adjustment processes of first and
final year students as far as social, emotional and educational areas
are concerned while no significant difference was observed in Home
and Health areas. Our study supports the previous studies where no
significant relationship was found between college adjustment and
satisfaction in familial relationships (Shaver, Furman & Buhrmester,
1985). Findings from this study suggest that the first year students
experienced the newfound independence for the first time.
Developing new and effective relationship represents an important
element of social adjustment. Up till now they were in a familiar
environment in school where most of their classmates were studied
with them for a period of 8 to 10 years and the social environment
was more or less fixed as they knew their peers well however when
they entered college the whole scenario changed. They didn't see
many familiar faces and it was a difficult task for them to start
acquiring friends once again and widen their social network. One of
the most immediate tasks students encounter on campus is to make
new friends and establish themselves socially (Hays & Oxley,
1986).This situation seemed a little easy for the final year students
as they had been in the college campus for some time now and had
adjusted socially with others. Peers become a source of personal and
social support and can empathize effectively with their comates as
they are also undergoing the same kind of experiences For example,
Martin, Swartz-Kulstad, and Madson (1999) found that perceived
support from peers and family contributed to the college adjustment
process above and beyond academic ability. Research by Rong and
Gable (1999) emphasized that living environment, social support
and making meaningful relationship have an impact on students'
overall adjustment to the college environment. According to Enochs
and Roland (2006), students who are able to connect with others in
their new environment and find that social support adjust better than
those who are not able to build a new support system. McWhiter
(1997), in his study of 625 college students, found that female
students are more likely to experience loneliness and social isolation
than their male peers. This study found that female students had a

35
28
27
54
9&above
36
72
17
34
more difficult time fitting into the college environment and wereless
likely to be involved in campus activities and less likely to have
leadership positions in campus organizations. Tinto (1993) believed
that being able to manage and balance both social and academic life
will help with the student adjustment process. According to research
how a student adjusts during their first year of college lays the
ground work for other events during their college life (Baker &
Siryk, 1984).Data from the interview also suggested the same.
The emotionality of the first year students also got heightened
because of making a transition and adjusting to college life aroused
some anxiety and some sense of adventure. Since they had to make
adjustments to new patterns of behavior and social expectations they
experienced emotional instability. While these emotions were often
intense, uncontrolled and seemingly irrational, there was an
improvement in emotional behavior as they reached to the final
year. Research by (Salovey, Mayor, Goldman, Turvey & Palfai
2002) showed that lower levels of emotional clarity are correlated
with higher likelihood of experiencing adjustment related
problems.The first year students also explained the kind of
emotional problems like anxiety of the new surroundings.
The first year undergraduates faced difficulties related to
academics also as suggested by the results. They experienced
changing demands and found the situation cumbersome to deal with.
As per the responses given by them in the unstructured interview,
many of them complained of not understanding the syllabus and
selecting the books. They had to worry about making notes and
asking their seniors for the same. Having a positive attitude towards
academic goal setting and the capability to reach those goals and the
effort put in it is defined as academic adjustment (Baker and Siryk,
1984).Tinto (1993) identifies three major sources of student
departure: academic difficulties, the inability of individuals to
resolve their educational and occupational goals, and their failure to
become or remain incorporated in the intellectual and social life of
the institution. Psychological distress has been linked to academic
adjustment (Fazio & Palm, 1998; Halamandaris & Power, 1997),
making it another important variable to include in college transition
studies.
To address the second objective of the study that is to understand
and assess the differences between emotional maturity levels of first
year and final year undergraduates, the findings of the aforesaid
analysis show that the freshman faced psychosocial adjustment
problems after entering college as compared to the final year
students who had adjusted in the social milieu of college and thus
became more emotionally stable. Due to different kinds of
unexpected pressures first year students became emotionally
regressed where they felt themselves inferior and harbored negative
feelings for high achievers.Results also showed social
maladjustment in first year students which suggests their lack of
social adaptablility.Holmbeck and Wandrei (1993) found that
students emotional health depends upon how well he connects with
people and maintain relationships with his peers. The relationship
between family expressiveness and social adjustment to college
varies depending on emerging adults' emotion coping style.
Participants from less expressive families who tend to avoid their
emotions reported significantly more difficulty adjusting to college
than their peers from more expressive family environments.(Johnson
et al,2010).According to the results the first year showed lack of
independence which can be attributed to the reason that till now they
were in a secured environment where the whole teaching
methodology made them dependent on teachers or instructors which

ADJUSTMENT AND EMOTIONAL MATURITY

instilled a kind of dependence on others and when unable to give the
results they consider them as inferiors. As per their responses given
in the interview, the first year students experienced problems in
pursuing a demanding class load and faced tough competition from
classmates. Another stressful situation involved decision making,
they had to make most of the decisions on their own and other
stressful situations including relationship problems. These aspects
caused stress thus making the individual less emotionally stable to
face these challenges while at the same time final year students
showed progressive growth through experience and maturity and
thus were highly resilient facing challenging environment in a
positive manner.

Conclusion
The purpose of this study was to study the emotional maturity and
adjustment levels during the first year of college with specific
emphasis on each domain of adjustment to measure the importance
of each domain to the student. The first year undergraduate students
in this study were found to have low level of adjustment where
social, emotional and educational areas are concerned. They are
expected to encounter more adjustment related problems especially
in the social and emotional context. The first year students are less
emotionally mature and thus faced difficulty in adjusting
emotionally to the changing demands of the environment than the
final year undergraduates. Because of the familiarity with the
surroundings, their integration is more into the social fabric of the
college.

Suggestions
1.The heterogeneity of the sample can help in studying the
behavioral pattern of the boys to arrive at conclusions related to
gender.
2. A comprehensive study needs to be conducted on a larger domain
of sample to obtain more precise results.
3. Other extended psychological variables can be taken to get a
better understanding of the students behavior.
Appropriate counseling interventions should be designed to help
freshmen students to get assimilated with the changed environment
which would also help them to handle stress more effectively.
Students need encouragement to join various groups and participate
in different activities to become a part of the college so orientation
programs for fresh students can be arranged to provide the required
guidance which in turn enhance students adjustment. Senior students
should take on the role of peer tutors to their new mates as they can
significantly influence students social adjustment and attachment
(Hurtado, Carter, & Spuler, 1996).

Limitations
1. Second year undergraduates could have been included in this
study to get a gradual change in the pattern of their behavior.
2. The sample could have been drawn from other institutes to
generalize the research findings
3. The more psychological instruments would have been used to
acquire an in depth knowledge of the respondents behavior.
Measures were definitely taken to overcome these limitations to

36

an extent. Despite the limitations, the study has been able to throw
light on a very important and mostly untouched area.

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Received January, 2011

Revision Received June, 2012