Risk and protective configurations for adjustment difficulties among university freshmen

Yuxin (Lorraine) Zhang^1,2,*
1 Department of Curriculum and Instructional Technology, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
2 School of Informatics, Computing and Cyber Systems, Northern Arizona University, Flagstaff, AZ, USA
* Corresponding Author: Yuxin (Lorraine) Zhang. Email: email

Journal of Psychology in Africa https://doi.org/10.32604/jpa.2026.082443

Received 16 March 2026; Accepted 12 May 2026; Published online 15 June 2026

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Abstract

University entry is a psychologically demanding transition. Adjustment difficulties are a leading mental health concern among Chinese freshmen. This study examined psychological configurations associated with adjustment difficulties among university freshmen. Participants were 356 first-year students (50.6% female; aged 18–20) who completed measures of self-identity exploration, sense of belonging, psychological resilience, neuroticism, extraversion, and adjustment difficulties. Fuzzy-set qualitative comparative analysis and Necessary Condition Analysis identified configurations. Three risk configurations emerged: resource depletion combining absent identity exploration, absent resilience, and absent extraversion; relational deficit combining absent identity exploration, absent belonging, and resilience; and emotional vulnerability combining absent identity exploration, absent resilience, and neuroticism. Absent identity exploration was consistent across all risk configurations. Protection involved fewer resource combinations than risk, suggesting asymmetric causal pathways. Findings support Conservation of Resources Theory: resource constellations determine adjustment outcomes, co-occurring losses amplify risk, and protective resources substitute for one another. Interventions should prioritize identity development and relational resource building.