Academic Adaptation of Students Entering in 2022 at Save University, Massinga Extension, Mozambique

Abstract

The moment of entry into higher education marks the beginning of a stage in the construction of an individual's professional and academic career. This entry requires the student to adapt to new demands, challenges, standards and the construction of new interpersonal relationships. However, this adaptation can be dysfunctional in certain students and, consequently, have repercussions on their academic performance and mental health. This study assessed the academic adaptation of incoming students at a Mozambican public university. Data collection took place in September 2022 through the Academic Adaptation Questionnaire and sociodemographic data. A total of 113 students participated, mostly female (62.8%), from four in-person undergraduate courses and aged between 17 and 48 years. Descriptive and variance analyses (ANOVA) were performed using the Statistical Package for the Social Sciences software. The results indicated a satisfactory level of academic adaptation (M = 3.7; SD = 0.43). The freshmen were more adapted to the study (M = 4.07; SD = 0.62) and to the institution (M = 4.01; SD = 0.63), followed by their career plan (M = 3.83; SD = 0.43) and personal/emotional (M = 3.56; SD = 0.82). However, they demonstrated difficulties in social adaptation (M = 2.98; SD = 1.10). In the analysis of variance, differences were found in the means in the dimensions of academic adaptation in the variables gender, age, course, marital status and class shift. Future research in other campuses of the investigated university and other institutions in the country is necessary to increase research in this area.