Identity processing styles and academic self-efficacy in adjustment to university life
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Abstract
The process of adjustment to university life involves challenges that require not only academic skills, but also personal resources linked to psychological variables, such as identity processing styles and academic self-efficacy. This study examined how identity styles (informative, normative and avoidant) and academic self-efficacy are related to university adjustment in a sample of 248 students from various university careers, with an average age of 22 years. Through the application of validated instruments, significant associations were identified: academic self-efficacy showed a positive relationship with university adjustment and its dimensions, while the avoidant identity processing style was negatively related to both self-efficacy and adjustment. In addition, students with better university adjustment showed higher levels of self-efficacy and a lower tendency towards avoidance style. Logistic regression analyses revealed that academic self-efficacy is a robust predictor of satisfactory university adjustment, while a preference for the avoidant style increases the risk of adjustment difficulties. These results underline the importance of strengthening self-efficacy and promoting more adaptive identity processing styles as key strategies to facilitate students' integration and well-being in the university context.
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