Changes in Perceived University Life Adjustment of Academically Vulnerable Undergraduates following a Learning Support Program

The purpose of this study was to investigate the changes of perceived university life adjustment of academically vulnerable undergraduates after attending a learning support program. The learning support program included learning workshops, mentoring activities, and extracurricular activities. The study also examined which program activities were considered to be helpful for academic adjustment of transferees and returning students. Fortyone (41) college students were participated and responded to College student Adaptability Test(CAT) items before and after participating in the program. Quantitative and qualitative data were analyzed and paired ttest revealed that CAT score was statistically and significantly increased after participating the program. Specifically, mean scores of academic life adaptation subscale and relationship with professor subscale were significantly increased after participating the program. Results from qualitative data also revealed that students found the program helpful in improving academic time management skill, building social network, and developing student attitudes on learning. This study has implications for identifying factors that may affect the effectiveness of learning support program for university life adjustment of transfer and returning students.