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All Journal Journal of English and Education LLT Journal: A Journal on Language and Language Teaching Journal of General Education and Humanities Journal of Social Knowledge Education (JSKE) Indonesian Journal of Education Research (IJoER) International Journal of Management and Business Intelligence (IJMBI)
Sam, Rany
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Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Contextual Factors Shaping First-Year Students’ Academic Adjustment: Evidence from Education Institutions in Battambang, Cambodia Lan, Bunrosy; Sam, Rany; Keo, Vireak; Rouet, Wen
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 3 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i3.1861

Abstract

Purpose of the study: This study investigates the multifaceted factors influencing first-year students' academic adjustment in higher education institutions in Battambang, Cambodia. Specifically, it examines the factors integrating perspectives from educational psychology and sociocultural theory. Methodology: A quantitative research design was employed using a structured questionnaire administered to 350 freshmen from two institutions during the 2023–2024 academic year. Data were analyzed using SPSS version 25 through descriptive statistics, exploratory factor analysis, hypothesis testing, independent sample t-tests, and ANOVA. Main findings: The results show that ICF, SCF, MEF, and AAF significantly predict academic adjustment, explaining for 47.9% of the variance (R² = 0.479, p < .000), while INF showed no significant effect. The findings highlight the importance of both institutional and socio-emotional dimensions in shaping students’ adaptation to academic life. Novelty/Originality of this study: This study adopts an interdisciplinary approach, drawing on educational, psychological, and sociocultural frameworks to provide a more holistic understanding of student adjustment. Its findings can inform socially institutional practices that enhance first-year student support, teaching quality, and cultural responsiveness. Encouraging active student engagement and peer support mechanisms can further contribute to improved academic transition and retention in the Cambodian higher education context
Co-Authors Chhoeurm, Vicheka Chin, Pisith Em, Sereyrath Hill, Sothea Hoeun , Soukea Hour, Ry Keo, Vireak Khan, Somphors Lan, Bunrosy Makara, Sreyleak Mok, Sarom Pagilagan, Alberto Phon, Sokwin Ra, Reatrey Roeut, Wen Rouet, Wen Serey, Mardy Soeurn, Chenda Sok , Sreyneang Sok, Khorn Soy, Seth Tieng, Morin Touch , Sreynuth Vam, Piseth Vong, Chandarey Yoeng, Hak