Understanding Academic Vulnerability and Psychological Adjustment: Perspectives from Instructors and Students

Abstract

Introduction: The study examines how college instructors and students on the Dean's list perceive non-cognitive academic risks and psychological adjustment challenges in higher education. Gaining insight into the perspectives of both groups is crucial for developing interventions that promote student success, emotional well-being, and educational stability..

Objectives: The primary objectives of the study are to compare the perceived non-cognitive academic risks and psychological adjustment challenges between instructors and students and to examine the correlation between these two constructs.

Methods: The study involved 536 college instructors with at least five years of teaching experience and 290 fourth-year student Dean’s listers from selected private institutions in Pagadian City Division. Data were collected through validated Likert-scale surveys. Statistical analyses, including t-tests for independent samples and Pearson correlation, were used to assess differences in perceptions and determine relationships between variables.

Results: Both instructors and students reported high levels of non-cognitive academic risk and psychological adjustment challenges. The t-test showed no significant difference in perceptions of academic risk, indicating a shared understanding between groups. However, a significant difference was observed in perceptions of psychological adjustment, with instructors reporting slightly higher levels. The correlation analysis revealed a weak but statistically significant positive relationship between non-cognitive academic risk and psychological adjustment, suggesting that as one increases, the other tends to rise as well.

Conclusions: The findings highlight the interrelated nature of academic and emotional challenges in college students. There is a need for institutions to develop integrated support systems that address both academic preparedness and mental health. Faculty training, accessible counseling services, and holistic student support programs are recommended to mitigate these challenges and promote overall student well-being and academic performance.