“Challenges of Academic Adjustment of First-Year College Students: A Systematic Review of Causative Factors and Consequences”

The transition to higher education is a critical phase that requires first-year students to adapt academically, socially, and psychologically. Although students are generally in early adulthood, which should demonstrate resilience in learning, various studies show high levels of academic stress, heavy workloads, and decreased well-being among new students. This study aims to identify the factors that cause and the consequences of first-year students' academic adjustment through a systematic literature review of 18 international and national articles published between 2019 and 2025. The selection process follows PRISMA guidelines, with inclusion criteria for empirical research on academic adjustment, predictive factors, and their impact on first-year students.
The synthesis results indicate that academic adaptation is influenced by the interaction of internal factors (self-efficacy, emotional intelligence, and self-regulated learning), external factors (social support, quality of instruction, and academic workload), and physical and mental health conditions (sleep quality, chronic illnesses, and stress). The consequences of suboptimal adaptation include decreased academic performance, increased burnout and psychological stress, and even an increased risk of dropout. Additionally, the literature is inconsistent regarding the dominance of internal or external factors, reflecting differences in cultural context, research methods, and sample characteristics. This study concludes that academic adjustment is a multidimensional process that requires a comprehensive intervention approach to support first-year students' success in higher education.

academic adjustment, first-year students

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