College Adjustment Scale

Adjustment is a crucial aspect of human development, referring to an individual's

ability to modify their behaviour, thoughts, and emotions to meet the demands of their

environment effectively. As individuals progress through different stages of life, they are

expected to demonstrate increasing levels of adjustment, which is often measured by their

ability to take responsibility, make informed decisions, and interact effectively with others. .

Adjustment is a dynamic process influenced by several factors, including personality traits,

social support, cultural norms, and life experiences (Lazarus & Folkman, 1984).

The concept of adjustment is central to various psychological theories and therapeutic

approaches. For instance, the transactional model of stress and coping by Lazarus

and Folkman (1984) emphasises the role of cognitive appraisal and coping strategies in

determining how individuals adjust to stress. Similarly, Carl Rogers' humanistic approach

highlights the importance of self-concept and congruence in achieving effective adjustment

(Rogers, 1951).

The transition to college represents a pivotal stage in a student's life, filled with both

opportunities for growth and challenges that require significant adjustment.. The College

Adjustment Scale (CAS) was developed to assess students' ability to adapt to the various

demands of college life, including academic, social, emotional, and personal aspects. It is

widely used by educators, counsellors, and researchers to identify areas where students may

struggle and to provide targeted interventions (Baker & Siryk, 1989).

The CAS measures four primary areas of adjustment: academic, social, personal-

emotional, and institutional attachment. The academic domain assesses how well students are

managing academic pressures and their academic performance, while the social domain

evaluates their ability to form relationships and interact with peers (Parker, 2004).
 Personal-emotional adjustment is concerned with managing feelings such as

homesickness, anxiety, or depression, and institutional attachment refers to students'

connection with the institution, including satisfaction with facilities, staff, and campus life

(Siryk, 1989).

The authors of the College Adjustment Scales (CAS) are William D. Anton

and James R. Reed. They created the CAS in 1991 to help identify problems that

college students may face when adapting to university life. The CAS is a screening

tool that can be used in college counseling and guidance centers, or in any clinical

setting that works with college students. The CAS assesses nine areas of

adjustment difficulties, including: anxiety, depression, suicidal ideation, substance

abuse, self-esteem problems, interpersonal problems, family problems, academic

problems, and career problems. Students rate the 108 items on a 4-point scale,

from "false" to "very true". The CAS is intended for students ages 17–30, but

normative data was collected from students ages 17–65 (Anton & Reed, 1991).

Reliability and Validity:

The CAS has demonstrated good internal consistency (Cronbach’s alpha values typically

above 0.80), moderate to high test-retest reliability, and solid inter-rater reliability when

administered by multiple people. The CAS has demonstrated strong content, construct, and

criterion validity. It effectively measures various dimensions of college adjustment and its

scores predict important outcomes such as academic performance and student retention

(Anton & Reed, 1991).

Review Of Literature

Turner and Herndon (2012) used the CAS to develop a targeted intervention program

for first-year students, particularly focusing on social and academic adjustment. The study
found that students who received counselling services based on CAS scores showed

significant improvements in their academic performance and social integration by the end of

the semester.

Wilson (2010) used the CAS in a longitudinal study to track students' adjustment

throughout their first year of college. The study found that students who scored lower on the

emotional adjustment subscale of the CAS were more likely to experience stress and mental

health difficulties, while those who scored higher in the social adjustment domain reported

better overall satisfaction and greater involvement in campus life.

Aim

To assess the level of college adjustment of the participant using college adjustment

scale (CAS).

Method

(a) Participant Details:

Name: AF

Age: 23 years old

Gender: Female

Education: PG student

(b) Materials Required:

-College adjustment scale

-Manual for college adjustment scale

-Answer sheet

-Writing materials

(c) Procedure:
 The participant was seated comfortably and a good rapport was established. Then the

following instructions were given: “The questionnaire consist of 108 items. Put a circle mark

against the option in the answer sheet that suits your opinion best. There is no right or wrong

answer. There is no time limit. Kindly try to complete as soon as possible. After the test is

done, the participant was thanked for their participation”.

(d) Scoring:

As per the manual, Each response is scored based on the Likert scale. Once all

responses are collected, the scores for each area of adjustment (academic, social, emotional,

and personal) are calculated. Higher scores indicate greater adjustment, while lower scores

suggest potential areas of difficulty.

Result

Table 01 shows the raw scores, percentiles and interpretation of the participant in each

factor.

Raw score Percentile Interpretation

Anxiety 35 95 High

Depression 30 95 High

Suicidal ideation 27 98 Very high

Substance abuse 31 97 High

Self esteem 21 50 Average

problems

Interpersonal 15 16 Low

problems

Family problems 13 12 Low

 Academic 24 54 Average

problems

Career problems 26 82 Average

Table 1 shows the raw scores and percentiles of participant in 9 factors that includes

anxiety, depression, suicidal ideation, substance abuse, self-esteem problems, inter-personal

problems, family problems, academic problems, career problems and their corresponding raw

scores are 35,30,27,31,21,15,13,24,and 26 respectively and their corresponding percentiles

are 95,95,98,97,50,16,12,54, and 82 respectively.

Discussion

Aim of this test is to examine the level of college adjustment of the participant using

college adjustment scale. Adjustment is a change in attitude, behaviour, or both by an

individual on the basis of some recognised need or desire to change, particularly to account

for the current environment or changing, atypical, or unexpected conditions. College

adjustment refers to the process by which an individual adapts to the demands and changes

associated with college life, including academic, social, emotional, and personal challenges.

The participant is a 22-year-old female pursuing post-graduate studies. The

participant’s very high score in suicidal ideation suggests significant difficulties in adapting

to college life, highlighting potential struggles with emotional well-being. This may be linked

to factors such as academic pressure, social isolation, or personal challenges. Research has

shown that high levels of suicidal ideation in college students are often associated with

feelings of hopelessness, poor coping mechanisms, and insufficient social support. Immediate

intervention, such as access to counselling services and peer support programs, is crucial to

address these concerns and prevent further emotional distress.

 The participant’s high scores in substance abuse and depression, alongside low self-

esteem, suggest notable challenges in personal well-being. The high substance abuse score

may reflect an unhealthy coping strategy for managing emotional pain or stress, which could

worsen depressive symptoms and hinder overall adjustment. The depressive symptoms

indicate significant emotional distress, possibly linked to academic stress, lack of support, or

unresolved personal issues. Low self-esteem may contribute to difficulties in decision-

making, forming relationships, and navigating academic and personal challenges. These

factors underscore the need for comprehensive support, including mental health counselling,

substance abuse interventions, and strategies to improve self-esteem.

The participant’s career-related problems, with a score indicating moderate difficulty,

further suggest uncertainty or dissatisfaction with future career goals. This can lead to

increased stress and feelings of hopelessness, affecting overall adjustment to college life.

Career counselling and guidance could help clarify goals and reduce stress related to future

uncertainties.

In contrast, the participant’s low scores in interpersonal and family problems suggest

that the individual has relatively stable and supportive relationships in these areas. Positive

family dynamics and strong interpersonal relationships act as protective factors, offering

emotional support during difficult times. This stability can serve as a foundation to address

other issues like substance abuse, depression, and self-esteem, fostering resilience and

promoting a healthier adjustment process.

The participant’s average scores in anxiety and academic problems indicate moderate

levels of stress in these areas. While anxiety may occasionally affect daily functioning, it

does not appear to be overwhelming. Similarly, academic challenges are present but

manageable. This suggests that the participant is able to cope with these stressors, although

implementing strategies for managing anxiety, improving time management, and seeking
academic support could further improve her college experience and prevent these issues from

escalating.

In conclusion, the participant’s scores reflect a mix of challenges and strengths in

different areas of college adjustment. The very high suicidal ideation and high substance

abuse and depression scores suggest the need for immediate intervention and ongoing

support, while the low levels of interpersonal and family problems indicate that the

participant has a strong support system to rely on. Targeted interventions in mental health,

academic support, and career counselling, along with strategies to strengthen self-esteem, are

essential to enhance the participant’s overall adjustment and well-being.

Conclusion

The participant is found to have very high suicidal ideation.

 Reference

APA Dictionary of Psychology. (n.d.). https://dictionary.apa.org/adjustment

Anton, W. D., & Reed, J. R. (1991). College adjustment scale: A measure of adjustment to

college. Journal of College Student Development, 32(3), 278-282.

Baker, R. W., & Siryk, B. (1989). SACQ: Student Adaptation to College Questionnaire

manual. Western Psychological Services.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.

Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications, and theory.

Houghton Mifflin.

Siryk, B. (1989). Evaluating student adjustment to college. Journal of College Student

Development, 30(5), 422-429.

Turner, D. H., & Herndon, J. R. (2012). Using the College Adjustment Scale to design a first-

year student intervention program. Journal of College Student Development, 53(4),

535–542. https://doi.org/10.1353/csd.2012.0052

Wilson, A. S. (2010). Longitudinal analysis of college adjustment using the College

Adjustment Scale. Journal of College Student Retention: Research, Theory &

Practice, 12(4), 475–490. https://doi.org/10.2190/CS.12.4