Correlation of Study Attitudes and Methods On The Adjustment of The Selected College Students
Correlation of Study Attitudes and Methods On The Adjustment of The Selected College Students
Correlation of Study Attitudes and Methods On The Adjustment of The Selected College Students
Liezel R. Francisco
liezel.francisco@urs.edu.ph
Liezel R. Francisco. Correlation of Study Attitudes and Methods on the Adjustment of the Selected
College Students. – PalArch’s Journal of Archaeology of Egypt/Egyptology 17(2), 493-500. ISSN 1567-
214X
Keywords: Study attitudes, Study methods, Adjustment, Academic problem, Psychological tests.
ABSTRACT
The research's primary objective was to establish the relationship between the attitudes and methods of the study of
college students and college transition that would serve as the basis for a Guidance and Counseling Unit supported
intervention program. The analysis used the descriptive approach of research using inferential and qualitative
techniques. The two standardized assessments were instruments for data collection: the Study Attitudes and Methods
Survey (SAMS) and the College Adjustment Scale (CAS). A validated organized questionnaire was used in the
focus group discussion. The 1st and 2nd-semester grades were evaluated. Seventy-five (75) students in the third
year, in the 2nd semester, A.Y. 2018-2019, as respondents served. Mean T-scores and Pearson-r were applied for
statistical treatment of the results. The research attitudes and methods are significantly associated with college
students' anxiety and self-esteem, based on the overall computed results. Thus, the higher the self-esteem, the less
the anxiety, the more favorable the students ' college transition's attitudes and methods.
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INTRODUCTION
Pursuing a college education involves adjustment on the part of the students. Since they
are in a transitional period from late adolescence to early adulthood, they experience a
wide variety of difficulties in making reasonable college life adjustments. However, each
student's type and degree of adjustment may vary depending on background, experience,
and prior schooling.
According to Fennie et al. (2020), psychosocial factors are impacting the college
adjustment of undergraduate students .1
Whereas Wang2 et al. (2013) stated that college students' research, students’ mental
health deserves attention, self-management principles have great significance in students’
psychological adjustment.
Given this, Crede3 (2012) found out that college adjustment is also shown to be
moderately related to individual traits, social support, and students’ relationships with
their parents. Weaker relationships are evident with demographic variables, prior
achievement, coping approaches, and variables that reflect students’ psychological
independence from their parents.3
Alahmadi4 (2019) studied the prevalence of anxiety among college and school students in
Saudi Arabia and found out that anxiety was more prevalent among female medical
students than male medical students, while anxiety was predominantly observed more
among male dental students than female dental students. Thus, a positive correlation
exists between depression and anxiety symptom scores. Thereby, facilitating early
intervention is needed to prevent anxiety disorder.
American Psychological Association also noted that college students’ mental health is a
growing concern. A survey found out that anxiety is the top presenting concern among
college students.5
According to a news article by Bueno6 (2018), which was published in the CNN
Philippines, university guidance counselors are the helm of multiple awareness programs
to promote mental health and prevent disorders in the universities.
As a state university, the University of Rizal System-Pililla Campus is one of the leading
external campuses of the University, which provides quality education and training to
Pililla and its neighboring towns. The courses offered in this campus are business
courses, education, humanities, language and social science courses. 7
As the Campus Guidance Counselor, counseling records show that from January-March;
June-December, in the Calendar Year 2018, there were 112 cases of combined personal
and academic problems catered. Thus, the present study would assess the extent of
college adjustment based on their intensity issues while in their college studies'
progression. As a supposition, the lesser the intensity of the problem, the better the
students' adjustment.
The research aimed to ensure that the University is responsive to every unique student's
needs by administering, scoring, and interpreting psychological tests, which would serve
as bases for addressing their concerns through guidance and counseling services and
dealing and meeting the demands of life.
The study results would directly benefit the respondents whom the proposed intervention
program would be served as the major output of the study, thus leading to other research
that would measure its effectiveness.
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METHODOLOGY
The researcher used a descriptive research method using inferential and qualitative
techniques to study the correlation of the study attitudes and methods on adjusting the
selected students of the University of Rizal System Pililla Campus, through the
administration of standardized tests, focus group discussion, and documentation analysis.
A random sampling method, 40 % of the third-year students from the three colleges, was
chosen as participants in the study.
The gathering tool for quantitative data was the Study Attitudes and Methods Survey
(SAMS) developed by William B. Michael, Wayne S. Zimmerman9, and the College
Adjustment Scale (CAS) by William D. Anton, and James R. Reed.10 Whereas, the
College Adjustment Scale by William D. Anton and James R. Reed is used primarily for
counseling purposes, which measures the extent of the academic problem, anxiety,
interpersonal issues, depression, career, suicidal ideation, self-esteem, substance abuse,
and family problem.
Through a random sampling technique, 40 % of the participants were chosen per college.
Permission to set for scheduled dates to administer the two standardized tests was
secured. Orientation was done per class, and individual informed consent was secured
from the students before group testing. The testing condition was considered, and all
testing materials were prepared ahead of time. There were three batches of testing on the
same day.
To supplement the data, based on their availability, a series of focus group discussions
were held at the Guidance Office. The students were asked to bring their printed copy of
grades for the 1st semester and their grades in the 2nd semester to determine their
academic performance thru their general weighted average. Due to the Data Privacy Law,
academic records cannot be revealed from the Registrar’s office. Fortunately, the students
were willing to show the individualized printed copy of their grades with an average
rating.
The data gathered were tallied, analyzed, and interpreted. The manuscript was made
ready for presentation and critique.
According to the students, they find their third-year level as the most challenging time of
their college years, since they need to take and pass their major subjects together with
some minor subjects which are also tough, including research.
It implies that the students’ academic performance is in the below-average level. Hence,
there is a need for enhancement.
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It affirms the view of Mendezabal11 (2013) that student’s academic performance occupies
a very important place in education as well as in the learning process. It is considered as a
key criterion to judge one’s total potentialities and capacities.
Table 1: Composite table on the level of the study attitudes and methods of the
respondents
Study Attitudes and Methods Mean Sd. VI
Academic Interest 53.67 6.792 H
Academic Drive 47.21 9.841 L
Study Methods 48.14 6.766 L
Study Anxiety 57.07 8.576 H
Manipulation 43.21 7.124 L
Alienation Towards Authority 43.74 9.708 L
Legend: H – High L – Low
Results show that about the study attitudes and methods, on the positive side, the students
revealed that they have a high level of academic interest, low level of manipulation, or
playing up to the professor to gain favorable treatment; and are not feeling isolated or
rejected in the academic environment. On the contrary, the data indicate that the
respondents tend to worry too much about their performance, lack self-confidence, lack
conformity in meeting institutional requirements; and have low or inconsistent and
ineffective study habits and procedures.
It implies that college students have a love of learning, low tendency to manipulative
behavior - they are not after special consideration and do not intend to defy school rules
and regulations. However, they suffer from inefficient use of study time; have a high
tendency to be fearful that one’s level of competence in academic endeavors is not high
enough in meeting the expectations of their professors and significant others in the
academic setting, which affect their level of self-determination to succeed in academic
work.
This supports Aquino’s12 (2011) study, who studied study habits and first-year students'
attitudes. Accordingly, study habits and study attitudes are both significant variables
which determine the academic performance of students.
Similarly, Liu13 et al. (2019) mentioned that specific biological, psychological, and
environmental factors contribute to depressive symptoms in college students.
Table 2: Composite table on the extent of the college adjustment of the respondents
College Adjustment Mean Sd. VI
Anxiety 72.11 7.519 S
Depression 62.44 6.747 Mo
Suicidal Ideation 59.43 8.493 Mi
Substance Abuse 48.49 7.678 NP
Self-Esteem 63.07 5.352 Mo
Interpersonal Problem 62.57 6.908 Mo
Family Problem 58.54 6.724 Mi
Academic Problem 67.39 6.893 Mo
Career Problem 62.66 5.756 Mo
Legend: S-Severe Mo-Moderate
Mi-Mild NP-No Problem
The table exposed that the college students have experienced the severe intensity of
worries or apprehension, while moderate or reasonable adjustment to low mood or
despair; dealing with educational matters; boosting self-worth; concerning future
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occupations, and mingling with others. Whereas, they have minor issues with suicidal
ideation and family disputes. Fortunately, they have no problem with substance abuse.
The present study shows that 4 in 5 college students are affected with moderate to severe
symptoms of anxiety; 2 in 5 students are affected with moderate symptoms of depression;
3 in 5 students are affected with moderate academic problems; 3 in 5 students’ self-
esteem is moderately affected;
Typically, the respondents mentioned that they had experienced nervousness in their oral
reports. They are not confident enough to speak straight in English because they are not
fluent in the language. They said they need to solicit ideas from others and even pray
before their performance in front of the class. Most of their school problems are research
works, heavy academic loads, limited time to research or accomplish a specific
requirement, time management, nervousness during individual oral report/presentation,
money to cover all expenses, expectations of family members and professors and others.
This implies that adjustment to college is a challenge for every student. It is not easy to
adjust to college life, especially at the third-year level, since students’ mental health is
affected by several challenging tasks and roles. Hence, they need assistance from
significant others.
On the other hand, this negates the conclusion of Siew14 et al. (2019) that many
psychology students experience statistics anxiety, which negatively affects academic
performance and necessitates applying new methods to understand the underlying nature
of statistics anxiety.
It can be gleaned from Table 3, the composite table, that there was a significant
correlation on the level of study attitudes and methods concerning academic interest,
manipulation, and alienation towards authority on the extent of the college adjustment.
Based on the overall computed data, the study attitudes and methods significantly
correlate to the extent of anxiety and self-esteem of the college students. Thus, the higher
the self-esteem, the lesser the tension, vice-versa, the more favorable the study attitudes
and methods and easier college adjustment.
It implies that college students are suffering from tension and declining self-esteem when
they have faced challenges with heavy academic loads, public speaking tasks, research
works, coupled with financial scarcity. For some, part-time jobs still interfere with their
goal, but they need to earn money to satisfy their needs. The majority of them are already
apprehensive of their future, whereas some are still positively coping with their college
life condition. Thus, the higher the self-esteem, and the lower the anxiety, the better is the
college adjustment process for students.
About their adjustment, responses in the focus group discussion revealed that college life
is a holistic process because it involves academic and non-academic tasks and
requirements, either expected or unexpected since they are dwelling into more mature
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roles. Generally, the third-year level could be the peak of their thriving towards finishing
a degree. Their grades are the fruits of their efforts.
Table 3: Composite table on the correlation of study attitudes and methods on thecollege
adjustment of the respondents
Study Attitudes and College Adjustment Pearson-r Sig. HO VI
Methods
Academic Interest Anxiety .348 .003 R S
Depression .343 .004 R S
Suicidal Ideation .384 .001 R S
Substance Abuse .282 .018 R S
Interpersonal Problem .291 .014 R S
Career Problem .313 .008 R S
Total .407 .000 R S
Study Anxiety Anxiety .278 .020 R S
Self-Esteem -.398 .001 R S
Family Problem -.326 .006 R S
Depression -.243 .043 R S
Substance Abuse -.365 .002 R S
Career Problem -.413 .000 R S
Total -.294 .014 R S
Depression -.317 .007 R S
Career Problem -.308 .010 R S
Total -.248 .038 R S
Total Anxiety .067 .021 R S
Self-Esteem -.248 .039 R S
It implies that even education is a fundamental right. Because tertiary education is free in
state universities and colleges (SUCs), a college student needs to exert extra effort to
pass. Surviving in college is not simple. Every student needs to cope and then eventually
thrive to fulfill his or her dreams.
This confirms Kurt Goldstein’s Organismic Theory of Personality, which states that the
key to the typical personality lies in its unity, consistency, and organization; in contrast,
the pathological personality is fragmented and disorganized. The unity that resides in any
particular individual can only be appreciated and understood by seeing every aspect of
his functioning together: his performances (conscious, voluntary activities); his attitudes,
feelings, inner experiences; and the way his body functions. 15
Qualitative data confirm that student-respondents have good intentions or motives in their
college studies since they share a common goal- to finish college and earn a degree.
However, based on the records, only a few of them are doing well in their academics. In
contrast, others seem to be not so severe, especially on reading tasks, punctual coming to
school, making mañana habit, and suffering from cramming behavior on beating
deadlines.
It implies that the majority of them are not systematic in their study methods and
attitudinal problems arise. Typically, they suffer from inefficient use of study time, lack
self-determination, and easily get disappointed or frustrated with having not-so-desirable
grades.
It is related to the study of Sarwar16 et al. (2010), that high-achieving students had a more
positive attitude towards study in that they detected and reacted positively to the
favorable aspects of the situation they found themselves in, while the low-achieving
students tended to be fault-finders, responding to the negative aspects of study such as
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distractions and minor annoyances. The high-achieving students found tertiary work an
interesting challenge.
It implies that problems served as either barriers or challenges. When those barriers or
challenges are getting tough, they need to adjust to adapt to the school environment as a
training ground to deal with the real world outside the academe; otherwise, they would
fail or feel anxious.
RECOMMENDATIONS
In light of the significant findings, the researcher recommended the following:
1. A College Life Adjustment Program for those students experiencing anxiety, declining
self-esteem, and poor study methods should be sponsored by the Guidance and
Counseling Unit. Personality enhancement on effective study attitudes and methods,
boosting self-esteem, strengthening one’s memory, time-management, enjoying reading
as a hobby, battling public speaking phobia, and others will be done. Eclectic counseling
sessions using emotion-focused and solution-focused will be integrated.
ACKNOWLEDGMENT
I would like to extend my sincerest gratitude to the following individuals and group of
people for their assistance in the completion, meaningful comments moreover, in making
substance responses for this research endeavor:
To the URS administration, for providing the budget for the purchase of the two
psychological tests;
To the faculty validators, who exerted time and effort in critiquing the structured
questionnaire checklist for focus group discussion; and
To the University Statistical Center, for the technical assistance on analyzing the data
gathered.
References
Fennie, Thelma, Mayman, Yolanda, Chanel van Louw, Chanel, Useh, Ebruphiyo, and
Kombora, Matapelo (2020). Psychosocial factors impacting the college
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