THE EVALUATION OF A ‘STARTING UNIVERSITY WORKBOOK’ PROGRAM AT IMPROVING THE ADAPTABILITY SKILLS, PSYCHOLOGICAL WELL-BEING, AND STRESS AMONG FIRST-YEAR STUDENTS IN UNIVERSITY TECHNOLOGY PETRONAS (UTP)

Abstract

Objectives: This study is aimed at evaluating the effectiveness of Starting University Workbook program in improving adaptability and psychological well-being as well as reducing stress among the first-year students of UTP.

Method: This study will be conducted on 100 participants through RCT with an independent variable as participating in the starting university and dependent variables are adaptability, psychological well-being, and stress level using Student Adaptability College Questionnaire, Psychological Wellbeing and Perceived Stress Scale.

Procedure: The administration of instruments to the participants will be conducted by UTP psychologist or counselor. Participants will be invited to participate in a research project concerning the adaptability and psychological well-being of the first-year students but will not be aware that the research questions specifically focus on Starting a University Module and will be randomized either to the intervention or control group.

Analyses: Data will be analyzed by means of descriptive statistics and correlational analyses, independent samples t-test will be conducted for the demographic variable (age, education, gender) to check for pre-existing differences between the intervention and control group. A repeated-measures analysis of variance (ANOVA) will be utilized to examine the variances between the intervention and the control group as well as across 3-time points. The dropout rates will be reported.

Findings: the outcome at the present is the developed Starting University Workbook Module and the findings will depends on the further testing of the program effectiveness.

Significance: Specifically, this study will assist UTP to decide in guiding the new students with an evidence-based prevention program. While, in general, related personnel that is directly involved in first-year experience initiatives such as psychologists, counselors, student assistants, and facilitators of new students will benefit in which to have a well-guided intervention that promotes adaptability and psychological well-being.