Adjustment to Higher Education among Students with Mental Health Disorders

Autor/inn/en	Zorach, Inbar Aharoni; Lipka, Orly
Titel	Adjustment to Higher Education among Students with Mental Health Disorders
Quelle	In: Higher Education Research and Development, 42 (2023) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2052815
Schlagwörter	Foreign Countries; College Students; Mental Disorders; Life Satisfaction; Cognitive Style; Test Anxiety; Student Adjustment; Self Efficacy; Predictor Variables; Questionnaires; Measures (Individuals); Likert Scales; Israel; Student Adaptation to College Questionnaire; Satisfaction With Life Scale; Test Anxiety Inventory; Learning Style Inventory + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Mental illness; Geisteskrankheit; Lebensvollendung; Cognitive styles; Kognitiver Stil; Examination phobia; Testangst; Prüfungsangst; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Self-efficacy; Selbstwirksamkeit; Prädiktor; Fragebogen; Messdaten; Likert-Skala
Abstract	The current study examined the adjustment to higher education among students with mental health disorders, focusing on adjustment to post-secondary education, emotional and metacognitive variables. The participants were 123 students who had already completed at least one year at an institution of higher education: 63 students who self-identified themselves with mental health disorders and 60 students who did not identify with any mental health disorders or disability. Students with mental health disorders reported on lower levels of adjustment (social, emotional, institutional, and academic) to post-secondary education than students with no mental health disorders. In addition, students with mental health disorders reported lower satisfaction with life, academic self-efficacy, and higher levels of test anxiety than students without mental health disorders. Furthermore, significant between-group differences were found in three meta-cognition subscales. Lastly, satisfaction with life, test anxiety, academic self-efficacy, and disability status and five metacognition subscales predicted 75% of the variability in adjustment to higher education in the entire sample. These findings suggest that following their first year in higher education, students with mental health disorders continue to experience difficulties in social, emotional, institutional, and academic adjustment. Implications of the results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01