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The Role of Psychological Distress in Shaping Academic Adjustment: Implications for Undergraduate Support Systems

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  • Kun Zhang, Ying-Leh Ling

    (Mathematics, Science and Computer Department, Politeknik Kuching Sarawak, Malaysia)

  • Ying-Leh Ling

    (Mathematics, Science and Computer Department, Politeknik Kuching Sarawak, Malaysia)

Abstract

College is a time for preparation and transition from youth to adulthood and from education to employment. A person’s inability to adjust to university life impacts not only their academic performance and university life but also their career and post-adult life. Anxiety and sadness, however, can impede students’ growth and general well-being. It is therefore crucial to comprehend the relationship between psychological distress and academic adjustment. This study employs quantitative research techniques and a cross-sectional study design, utilizing a sample of 409 sophomore students from one public institution in Hebei, China, taken using the stratified random sampling technique and analysis by SPSS 27 and AMOS 24. In the relationship between psychological distress and academic adaptation, strong negative relationships were found. Teachers, mental health specialists, and legislators may create more specialized treatments and support networks to assist college students, especially vulnerable groups, succeed academically and emotionally by identifying these internal mechanisms.

Suggested Citation

  • Kun Zhang, Ying-Leh Ling & Ying-Leh Ling, 2025. "The Role of Psychological Distress in Shaping Academic Adjustment: Implications for Undergraduate Support Systems," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(1), pages 1707-1714, January.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:1:p:1707-1714
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    References listed on IDEAS

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    1. Giorgio Di Pietro, 2018. "The academic impact of natural disasters: evidence from L’Aquila earthquake," Education Economics, Taylor & Francis Journals, vol. 26(1), pages 62-77, January.
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