The Predictive Analysis of Adjustment Difficulties from Loneliness, Social Support, and Social Connectedness.

Abstract

Abstract The purpose of the study was to examine direct and indirect effects of social support, social connectedness, and loneliness in predicting adjustment difficulties. The sample of the study was 404 university students (212 females and 192 males) studying in different departments of the Faculty of Education at Pamukkale University. The ages of the students ranged from 16 to 27 years with a mean 18.65 years. Forty-seven percent of the participants were male and 53% were female. A set of demographic questions, the Adjustment Difficulties Scale, the UCLA Loneliness Scale, the Social Provision Scale, and the Social Connectedness Scale were used to collect the data. Results show that social support, social connectedness, and loneliness correlate significantly in the expected direction with the measures of adjustment difficulties. In addition, findings indicate that social support, social connectedness, and loneliness are predictors of adjustment difficulties. Social connectedness and social support have indirect effects in relation between loneliness and adjustment difficulties. In other words, social connectedness and social support serve not only indirectly as a mediator to loneliness in predicting to adjustment difficulties, but also they predict directly to adjustment difficulties. Keywords Loneliness, Adjustment Difficulties, Social Support, Social Connectedness. Transition from high school to higher education is an important period in students' social as well as academic lives from the adjustment point of view (Oswald, & Clark, 2003). Previous studies on adjustment have suggested that significant relationships with others are essential for students to adjust to the college environment (Duru, 2005, 2008a). Students who are able to establish connections in their new environment adjust better than students who are unsuccessful to establish new relationships. In transition to a college, students may have some opportunities that value for growth and change, and are faced with various problems including social, academic, and personal adjustment. Colleges offer a new environment for students to try new identities and social ties, and form new activities, interests, and social relationships. On the other hand, the process of adjustment to a new environment is considered an important psycho-social process that may affect in different ways the performance and functioning of an individual (Bojuwoye, 2002; Ceyhan, 2006, Dyson, & Renk, 2006; Jackson, Pratt, Hunsberger, & Pancer, 2005; Jay, & D'augelle, 1991; Kulaksizoglu, Dilmac, Eksi, & Otrar, 2003; Larose, & Boivin, 1998; Pancer, Pratt, Hunsberger, & Alisat, 2004; Paul, & Brier, 2001; Stroebe, Van Vliet, Hewstone, & Willis, 2002). Previous studies support that loneliness and anxiety increase among students during the college transition. Research also points out that students may have limited resources to deal with adjustment problems during this period such as adapting to new roles and rules, lacking study skills, academic difficulties, loss or lack of social support, friendsickness, and loneliness (see Chen, 1999; Cheng, & Furnham, 2002; Duru, 2005; Halamandaris, & Power, 1997, 1999). Chen (1999) stresses that social connectedness, identity negotiation, and academic competences are three important aspects of the transition process. Research supports an important notion that academic adjustment, especially emotional and social adjustment, might be affected in negative ways and some students who experience separation from their family and previous social environment may have hard time to cope with this process. Furthermore, students who have higher levels of loneliness in transition to university may also experience loss or lack of social relationships, social network, and social ties that may affect, directly or indirectly, the levels of adjustment of these students. The links between loneliness, adjustment, and social relationship have been examined within different settings, cultures, and age groups (Calvete, & Connor-Smith, 2006; Cutrona, 1982; Cutrona, & Russell, 1987; Deniz, Hamarta, & Ari, 2005; DiTommase, Brannen, Ross, & Burgess, 2003; DiTommaso, & Spinner, 1997; Duru, & Poyrazli, 2007a, 2007b; Eker, Arkar, & Yaldiz, 2001; Herman, & Betz, 2006; Herrero, & Gracia, 2004; Hamamci, & Duy, 2007; Lau, & Kong, 1999; McWhirter, 1997; Pearson, 1986; Peplau, & Perlman, 1982; Rokach, 2001; Schmitt, & Lawrence, 1985; Shams, 2001; Weis, 1973; Wheeler, Reis, & Nezlak, 1983; Wilcox, Winn, & Fyvie-Gauld, 2005). …

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