RELATIONSHIP BETWEEN PEER SUPPORT, SELF-EFFICACY, AND ADJUSTMENT TO UNIVERSITY LIFE AMONG FIRST-YEAR STUDENTS

Abstract

Objective: To find relationship between peer-support, self-efficacy, and adjustment to university life among first-year students. Study Design: It was quantitative correlational research design. Place & Duration: The study was conducted among students of Superior University from 2025-2026. Methodology: To select 150 1^st year university students aged 18–24 years non-probability convenient sampling technique was used, including 45.3% males and 54.7% females. Data were collected using standardized measures of peer support, self-efficacy, and university adjustment. Relationships, gender disparities, and determinants of university adjustment were investigated using multiple linear regression, Pearson correlation, and independent-samples t-tests. Results: Descriptive findings showed peer support (M = 3.77, SD = 0.70) and university adjustment (M = 3.95, SD = 0.56), while self-efficacy was moderate (M = 3.22, SD = 0.57). Peer support and university adjustment were significantly positively correlated, according to Pearson correlation analysis (r = .44, p < .001) and between self-efficacy and university adjustment (r = .52, p < .001). Gender differences were significant for peer support and university adjustment, with female students scoring higher than males, while no significant gender difference was found in self-efficacy. Conclusion: Peer support and self-efficacy had positive associations with university adjustment for first year students. Enhanced self-belief and peer relationships may help students to cope better with academic, social and emotional challenges.