Predictors of School Adjustment among Upper Secondary Students during the Transition to a New School: Perceptions of Environment, Participation, and Support
Keywords:
School adjustment, Educational transition, Physical school environment, Student participation, High school studentsAbstract
The transition to a new school at the upper secondary level represents a critical period for students’ emotional, social, and academic adjustment. This study aimed to examine students’ perceptions of the physical school environment, the level of challenge experienced in participating in school activities, and their level of school adjustment during the transition period, as well as to identify factors predicting school adjustment based on a psychosocial adjustment framework. A cross-sectional quantitative design was employed. Data were collected from 370 upper secondary students in Bangkok using an online questionnaire between December 2024 and April 2025. Descriptive statistics and multiple regression analysis
were used for data analysis. The results indicated that most students perceived the physical school environment at a moderate level, experienced low levels of challenge in participating in school activities, and reported moderate to high levels of school adjustment. Significant
predictors of school adjustment included gender, perceptions of the physical school
environment, level of challenge in participation, and daily sleep duration. The findings highlight the importance of supportive physical environments, inclusive activity design, and schoolbased
support systems in promoting students’ adjustment and well-being during the transition to a new school.
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