Abstract
This study investigated possible correlations between coping strategies and academic adaptation among undergraduate students. Furthermore, we sought to verify whether students' gender and college year (first or last year) would influence their choice of specific strategies as well as their levels of adaptation to higher education. The sample consisted of 412 undergraduate students. The instruments used were the Academic Experiences Questionnaire - Reduced Version (AEQ-r), Ways of Coping Questionnaire (WAYS) and a sociodemographic questionnaire. Results revealed that strategies focused both on the problem and social support had a positive correlation with academic adaptation. On the other hand, strategies focused on emotion and religious practices/fanciful thinking were negatively related to the process of adaptation to higher education.
Keywords:
adaptation to university; coping; academic experiences; higher education; undergraduate students