Sharing Student Projects

Transitions can broadly be understood as periods of change where individuals move from one life stage to another. Starting university is a multifaceted process involving simultaneous academic, social and emotional adjustment. Traditionally, research has focused on the academic outcomes of new students when discussing what constitutes a successful transition to university. There is an evident need to take a more holistic approach to university transitions, understanding what makes them successful through multiple different aspects surrounding the university lifestyle, such as the social and emotional characteristics. The present research specifically aimed to address notable gaps in the literature by adopting a multidimensional framework for understanding successful transitions within a post-pandemic UK context. It also sought to clarify whether time spent at university impacts differences in perceived adjustment. The target population were undergraduate students attending UK universities. A total of 90 students participated, with ages ranging from 18 to 61 (mean age = 21.4 years). The sample included 30 males and 60 females, across four years of studies. Participants were asked to complete four validated self-report measures: the Mini-International Personality Item Pool which measures five broad personality types, the Academic Adjustment Scale which measures academic performance, lifestyle and motivation, the Multidimensional Scale of Perceived Social Support, which measures the perceived level of support from family, friends and significant others, and the Emotion Regulation Questionnaire – Short Form, which measures the use of two emotion regulation strategies: cognitive reappraisal (thinking differently in order to alter the emotional impact of a situation) and expressive suppression (inhibiting the outward display of emotions). Multiple linear regression models were used to examine personality as a predictor of adjustment outcomes and independent sample t-tests were used to compared adjustment levels between first-year students and non-first-year students. Conscientiousness emerged as a significant positive predictor of academic adjustment, supporting its links with motivation and goal-directed behaviour, important for educational success. Neuroticism (emotional stability) was identified as a significant negative predictor of social adjustment, aligning with research on its links to maladaptive coping, and contrary to previous literature, extraversion (sociability) was not a predictor. Conscientiousness and agreeableness (helpful, sympathetic) emerged as significant positive predictors of cognitive reappraisal, suggesting that these traits may encourage constructive reframing of stressful situations. No personality trait emerged as significant predictors of expressive suppression. There were no differences in perceived levels of academic, social or emotional adjustment between years of study, challenging the assumption that adjustment naturally improves over time.

This research underscores the importance of a multidimensional framework for understanding university adjustment. It refines understanding of personality’s role and challenges assumptions of linear improvement in adjustment over time. Practically, the research suggests the value of personality-informed support services, such as interventions aimed at improving resilience for neurotic students and time-management training for students low in conscientiousness. It also highlights the importance of embedding wellbeing initiatives into university policy, especially given contemporary stresses (e.g., digital learning, financial pressures). Students themselves would benefit from the findings of this research, through more effective and tailored support mechanisms. Support services and counsellors would also benefit. This research provides evidence for targeted interventions based on personality profiles and the persistence of adjustment challenges. By understanding the broader factors that influence student success beyond academic ability, educators and academic staff would also benefit. For example, lectures could be designed to promote social engagement aimed at students who might struggle to socially integrate. Finally, university policymakers and administrators would benefit, as the findings suggest a need for the development of comprehensive wellbeing strategies and policies that address the multifaceted nature of student transitions in a modern context.