2. INTRODUCTION
• Adjustment involves effectively managing stress, tension, and
conflicts while fulfilling an individual’s specific needs.
• Students from various backgrounds must adapt to evolving
educational criteria.
• Students transitioning from college to university may have
difficulty adapting to a new setting, faculty, social circle, way of
life, and academic structure.
• Lapsley and Edgerton (2002) discovered a correlation between
university students who have difficulties in adjusting and an
increased likelihood of experiencing anxiety and unhappiness.
3. TYPES OF ADJUSTMENT
• Social Adjustment
student social adjustment refers to the degree to which students engage in social activities and find
satisfaction in the social atmosphere of the institution. Universities students who are away from their
families and hometowns, to adjust socially. University students' total adjustment is heavily dependent on
their social adaptation (Raju & Rahamtulla, 2007).
• Academic Adjustment
Academic adjustment refers to how well students are able to handle the different educational
requirements of university life. This is closely related to students' establishment of academic objectives,
self-evaluation, and sense of control over the results of their academic endeavors.
• Personal-Emotional Adjustment
University students exhibit elevated prevalence of depression, anxiety, eating disorders, and other
manifestations of psychological distress compared to the general population
• Institutional Adjustment
Students who expressed more university attachment and pleasure often had improved social
relationships, greater social acceptability, and higher academic competence
4. FACTORS AFFECTING ADJUSTMENT
Shyness
fear of
failure/disapproval
loneliness
homesickness Coping strategy, social support,
the new values,
norms
educational
demands,
financial problems
communication
barriers,
Socio-economic
status
disorientation
different educational
expectations
culture shock
5. ADJUSTMENT AND CBT
• Bechdolf (2007) found that CBT was more effective
than supportive counseling in improving social
adjustment in individuals at risk of maladjustment.
• Abbasian (2013) reported significant
improvements in social adjustment among
depressed women who received stress
management training using CBT strategies.
• Fowler (2009) also found that CBT led to
improvements in social recovery among young
people with non-affective psychosis.
• Laugeson (2014) highlighted the success of a CBT-
based social skills program for adolescents with
autism spectrum disorder and other social
challenges.
• Al-Mseidin (2019) found that CBT significantly
enhanced both social and academic adjustment
among Jordanian female secondary school
students.
• Al-Mseidin (2021), who reported improved
academic adjustment in low-achieving female
students.
• Alsubaie (2023) also highlighted the role of CBT in
enhancing social skills and reducing isolation
behaviors among university students.
• Hamdan-Mansour (2009) showed that CBT led to
lower perceived stress and depressive symptoms,
as well as more effective coping strategies among
Jordanian university students.
• These findings collectively suggest that CBT can be
a valuable tool in promoting students' social and
academic adjustment.
6. OBJECTIVES
1. To assess the initial levels of
adjustment among newly
enrolled university students.
2. To implement a structured CBT-
based psychological intervention
program to enhance social
adjustment.
3. To evaluate the effectiveness of
the CBT intervention through post-
testing assessments.
4. To provide recommendations for
improving the adjustment and overall
well-being of newly enrolled
university students
•Hypothesis
Cognitive-behavioral
therapy (CBT) would
enhance adjustment
among newly enrolled
university students.
7. METHODOLOGY
Research Design
qusai-experimental study
with pretest and posttest.
In the present study,
cognitive behavioral
training is the
independent variable and
social adjustment is
dependent variable.
Participants
first Semester of BS and ADP
students from the department
of psychology University of
Sargodha. The research
sample consisted of 80
students who were selected
through purposive sampling
Instrument
Student Adaptation to College
Questionnaire (SACQ) was
used to assess social
adjustment of newly enrolled
university students for Pre
and Post testing. It is
consisted of 67 items.
Procedure
1. Pre-testing by
using SACQ
2. Intervention:
4 sessions of 60 minutes each.
CBT (mindfulness, cognitive-
behavioral exposure-based,
cognitive restructuring and
problem solving cognitive
behavioral training ).
3. Post testing by
using SACQ
8. ANALYSIS /RESULTS
• Data analyzed by using Paired sample t test.
• Findings indicated significant mean differences on adjustment with t (79) = 7.34 p <.001. Results Show that
mean score on adjustment in pre testing (M= 219.66, SD= 19.78) subsequently increased in post testing (M=
233.65, SD=20.16). both scores were significantly correlated (r = .64, p <.001). the value of Cohen’s d was .70
which indicated moderate effect size.
Variable Pre Score
M SD
Post score
M SD
t(79) p r Cohens d
Adjustment 219.66 19.78 233.65 20.16 7.34 .00 .64*** .70
9. DISCUSSION
• The findings are consistent with
previous research that has
demonstrated the effectiveness of
CBT in improving adaptability and
adjustment among students.
• Studies have shown that CBT
interventions can lead to improved
social skills, reduced isolation
behaviors, lower perceived stress,
and enhanced coping strategies
among university students.
•Limitations
• Data only collected from
the psychology
department
• Distracting
environment
• Large group
10. IMPLICATIONS
the study highlights the importance of addressing adjustment among newly enrolled university
students, as it can significantly impact their academic adaptability and overall well-being.
Educational institutions should consider implementing programs that focus on enhancing social
skills, self-esteem, and emotional intelligence to support students' social adjustment.
(CBT) interventions can be effective in improving social adjustment among university students,
indicating the potential for integrating CBT into university counseling services or support programs.
the study emphasizes the need for guidance and counseling services to provide support and
resources for students to navigate the challenges of transitioning to university life.
It also underscores the importance of creating opportunities for students to participate in
collaborative projects, attend seminars, and engage in social and cultural activities to facilitate their
social adjustment
educational institutions and mental health professionals should prioritize the development of
interventions and support systems that address the social adjustment needs of newly enrolled
university students, with a particular focus on promoting social skills, self-esteem, and emotional
11. CONCLUSION
The research study
demonstrated the
effectiveness of
cognitive-behavioral
therapy (CBT) in
enhancing the
adjustment of newly
enrolled university
students. The findings
indicate that CBT
interventions can
significantly improve
adjustment and
academic adaptability
among students.
The study emphasizes
the importance of
guidance, counseling,
social support, and
strategies to enhance
self-efficacy and
reduce anxiety in
promoting the overall
well-being of newly
enrolled university
students.
The implications of
the study suggest that
educational
institutions and
mental health
professionals should
prioritize the
development of
interventions and
support systems to
address the social
adjustment needs of
newly enrolled
university students.
