College adjustment of Social work students and the role of institutional commitment to student success

Cilj provedenog istraživanja je ispitati postoji li povezanost prilagodbe i uspjeha na studiju te otkriti postoje li razlike između studenata s obzirom na neke osobne okolnosti koje mogu otežavati studiranje. Jedan od ciljeva je ispitati postojanje veza između predanosti institucije akademskom uspjehu i uspješne akademske i socijalne prilagodbe na studiju. Na temelju rezultata istraživanja moguće je dobiti uvid u potrebe različitih skupina studenata te razviti strategiju za zadržavanje i uspješniju prilagodbu svih skupina studenata. U istraživanju je sudjelovalo 115 studenata preddiplomskog Studija socijalnog rada, Pravnog fakulteta Sveučilišta u Zagrebu upisanih 2016/2017. Pri istraživanju su primijenjene skala prilagodbe studenata na studij, ispitan je doživljaj institucionalnog habitusa, korištenje instrumenata potpore te procjena potreba studenata za oblicima potpore. Istraživanjem je utvrđeno da su studenti s boljom prilagodbom češće uspješno upisivali 2. godinu. Okolnosti koje su se pokazale kao nepovoljne za socijalnu prilagodbu su status izvanrednog studenta i boravak s roditeljima tijekom prve godine studija. Studenti koji su percipirali predanost studija njihovom uspjehu višom, iskazivali su i bolju prilagodbu.The aim of the study is to examine whether there are correlation in adaptation with regard to the success of the study in the first year of the study and find out if there are any differences considering some personal circumstances that may make it difficult to study. One of the aim is also to find out whether there is a link between the commitment of the institution to academic achievement and successful academic and social adaptation to study. Based on the results of the research it is possible to find out the needs of different student groups and to develop a strategy for more successful adaptation of all student groups. The study was attended by 115 students of the Undergraduate Study of Social Work, Faculty of Law, University of Zagreb, enrolled in 2016/2017. During the research, students' adaptation scale was applied to the study, and the experience of institutional habitus, the use of aid instruments and student needs assessment for forms of support were examined. The research found that students with better adaptation were more likely to enroll in the 2nd year than those with poor adaptation. The circumstances that have proven to be unfavorable to social adjustment are the status of an part time roll student and a stay with parents during the first year of study. Students who perceived the commitment of the study to their success higher, showed better adjustment