Academic Adaptation: Associations with Self-Efficacy and the Emerging Adult period

Abstract

The study aimed to verify possible associations between Academic Adaptation, Emerging Adulthood and Self-efficacy in university students. 186 students aged between 18 and 29 took part. A demographic questionnaire, the Academic Experiences Questionnaire (reduced version), the Emerging Adulthood Dimensions Inventory and the Higher Education Self-Efficacy Scale were applied. The results indicated significant correlations between the constructs and the age of the participants. Linear regression analyses showed that the dimensions of emerging adulthood and self-efficacy for higher education are predictors of academic adaptation. It is concluded that developmental aspects and the belief in one’s ability to manage academic life are factors that facilitate adaptation to higher education.