A STUDY ON THE EMOTIONAL MATURITY ON SCHOOL ADJUSTMENT OF FRESH UNDERGRADUATE STUDENTS
Background to the study
Transition from secondary school to the University is a complex process for almost all students.
Adjusting to college life immediately after school becomes a difficult transition for many
The decision to go to University depends on many reasons. It can be for higher education,
earning a degree, increasing knowledge or personal growth. Going to the University 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
Adjustment difficulties arise from the differences between the expectations of the students and
realities of University life.
Students whose expectations were fearful reported more stress, depression, and poorer
university adjustment than students with other types of expectations, particularly prepared.
Adjustment to the University involves a variety of demands differing in kind and degree and
requiring lot of coping responses or adjustments. It’s 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.
For fresh students it is again important to adjust themselves with the social climate of the
university. A major task for them is to learn to manage their feelings and to express them
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.
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”.
According to Astin’s (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
Enochs and Roland (2006) examined the relationship between living environment, gender,
overall adjustment to college and social adjustment in freshmen’s academic and overall
adjustments. The study found that boys had significantly higher overall adjustment levels than
girls regardless of living environment.
The main purpose of education is the progress of physical, social activity, emotion, and wisdom
of student sustainability. The adequate education makes good quality human resources for a
rapidly developing country. According to this reason, many countries have been trying to
develop the educational quality in the national policy and strategy to enhance effective
implementation. The student’s academic achievement problem is not only occurring in Nigeria
but it also in many countries around the world. Some countries have been trying to solve this
problem by educational staff development, teaching processes, and parent and community