Academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students

Abstract EN

The purpose of this study was two- folds: to investigate whether there are correlation between and among academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students .And to investigate the relative contribution of among academic overload, self-efficacy and perceived social support to academic adjustment among first year university students.

The study employed the descriptive survey method to describe academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students.

The sample of the study comprised of 178( 120 females.

58 males ,Mean age= 18.2 years , SD = .82) students attending Faculty of Specific Education in Cairo University for the academic year 2017/2018 .

The study utilized questionnaires and instruments to measure psychosocial variables such as Academic overload, self-efficacy .perceived social support, and academic adjustment.

The correlation coefficient results revealed significant negative relationship between academic adjustment and Academic overload(r = -.333) , while the correlation coefficients were positive for self-efficacy(r = .404) and perceived social support (r = .391).

Multiple regression was performed where relative contribution of the independent variables to the prediction were observed.

Findings were discussed and implication of findings was included.