From fear to fortitude: academic adjustment during COVID-19 among South African undergraduates

Introduction: The outbreak of COVID-19 introduced unprecedented uncertainty worldwide, with South Africa being no exception. There is a paucity of information on the impacts of academic adjustment and fear of COVID-19 among undergraduate students in a new university environment. This study aimed to examine the relationship between academic adjustment and fear of COVID-19 among undergraduate students enrolled at a South African University. Methods: A cross-sectional correlational research design was employed, utilizing web-based questionnaires that combined the Academic Adjustment Scale and the Fear of COVID-19 Scale. The theoretical framework used was the self-transcendence theory, supported by theoretical perspectives on adjustment and differential susceptibility theories. A total of 501 participants were selected through simple random sampling. Data were analyzed using descriptive and inferential statistics, including simple linear regression correlation analysis and multivariate analysis of variance. Results: Fear of COVID-19 showed a significant positive correlation with academic adjustment (r = 0.17, p < 0.001). Additionally, fear of COVID-19 was positively correlated with dimensions of academic adjustments, specifically academic achievement (r = 0.19, p < 0.001) and academic motivation (r = 0.20, p < 0.001). Discussion: The study concluded that there was a significant positive correlation between fear of COVID-19 and academic adjustment. Therefore, it is crucial to implement interventions aimed at continuously enhancing students' academic adjustment as a seamless process.