Relationships between Self-Efficacy, Stress, Depression and Adjustment of College Students

This study examined the relationship between student adjustment to college and academic self-efficacy, perceived college stress, depression among college students. Data were collected 1,134 college students in a city of Korea. All scales used in this study statistically were reliable. The summarized results were as follows. High self-efficacy was related to better college life adjustment; adjustment had a strong positive correlation with academic self-efficacy (r = .586, p = .000). Perceived college stress (r = –.324, p = .000) and depression (r = –.267, p = .000) had negative correlations with college life adjustment. The largest positive impact factor on college life adjustment was self-efficacy (β = 0.531, p = .000), with the R squared of the model being 36.2 (F = 215.351, p = .000). Through this study, self-efficacy was found as having the most positive effect on college life adjustment in similar with previous studies. Moreover, this effect was regardless of the school grade. Students with high levels of academic self-efficacy had less stress and were better adjusted to college life. For further research, studies to verify the mediating effects of academic self-efficacy and to develop programs that would promote self-efficacy are suggested in order to improve college life adjustment.