Correlation of Study Attitudes and Methods on the Adjustment of the Selected College Students

Abstract

The research's primary objective was to establish the relationship between the attitudes and methods of the study of college students and college transition that would serve as the basis for a Guidance and Counseling Unit supported intervention program. The analysis used the descriptive approach of research using inferential and qualitative techniques. The two standardized assessments were instruments for data collection: the Study Attitudes and Methods Survey (SAMS) and the College Adjustment Scale (CAS). A validated organized questionnaire was used in the focus group discussion. The 1st and 2nd-semester grades were evaluated. Seventy-five (75) students in the third year, in the 2nd semester, A.Y. 2018-2019, as respondents served. Mean T-scores and Pearson-r were applied for statistical treatment of the results. The research attitudes and methods are significantly associated with college students' anxiety and self-esteem, based on the overall computed results. Thus, the higher the self-esteem, the less the anxiety, the more favorable the students ' college transition's attitudes and methods.