RESEARCH ARTICLE
Academic Adjustment and Social Support Roles among Undergraduate Students during the COVID -19 Pandemic
Fitriani Yustikasari Lubis1, 2, *, Syauqiyyah Syahlaa1, Erna Susiati1, 2, Rasni Adha Yuanita1, 2, Puspita Adhi Kusuma Wijayanti1, 2, Miryam Wedyaswari1, 2
Article Information
Identifiers and Pagination:
Year: 2022Volume: 15
E-location ID: e187435012208200
Publisher ID: e187435012208200
DOI: 10.2174/18743501-v15-e2208200
Article History:
Received Date: 21/1/2022Revision Received Date: 3/3/2022
Acceptance Date: 25/3/2022
Electronic publication date: 03/11/2022
Collection year: 2022
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Introduction:
The COVID-19 pandemic has affected various areas, including the education sector, which has led to use of various alternatives, such as online learning platform, requiring undergraduate students' adjustment to academic conditions. Therefore, this study aims to assess the academic adjustment of undergraduate students and the social support from parents and lecturers, as well as peer support.
Methods:
A cross-sectional quantitative approach was used, while the data were obtained through surveys using an online adjustment measurement scale and self-report questionnaires to measure social support. The surveys were distributed through various online platforms, including Instagram, LINE, WhatsApp, and among lecturers in several universities in Indonesia, to be filled by registered undergraduate students learning from home during the COVID-19 pandemic. A total of 299 participants, with males being 93 and females 206 having a mean age of 19.76 years, spread across several provinces in Indonesia, were selected using a convenience sampling technique. The IBM SPSS Statistic version 24.0 was used to calculate the correlation between variables using Pearson correlation, and the analysis was conducted using multiple linear regression analysis.
Results:
The results showed parent involvement and lecturer support to have a significant impact on academic adjustment, while peer support did not prove to have a significant impact (R2=0.120, p<0.01). Furthermore, the impact of social support on the dimensions of academic adjustment comprising lifestyle, achievement, and motivation was also evaluated. Based on the results, only lecturer support plays a significant positive role in the academic lifestyle dimension. In academic achievement, parent involvement and lecturer support exhibit a positively significant role, while only parent involvement significantly affects academic motivation. Among the three dimensions, only peer support has no significant impact.
Conclusion:
The results imply that the success of undergraduate students in academic adjustment during the COVID-19 pandemic can be facilitated by parental involvement and lecturer support.
