International Journal of Social Science & Economic Research
Submit Paper


Akpunne Bede C., Akinniyi Rotimi J., Lawrence Adeyemi D.

|| ||

Akpunne Bede C., Akinniyi Rotimi J., Lawrence Adeyemi D.
Department of Behavioral Studies, College of Management and Social Sciences, Redeemer's University, Ede, Osun state, Nigeria.

Bede C., Akpunne, et al. "INFRASTRUCTURAL FACILITIES AS PREDICTORS OF STUDENTS' UNIVERSITY LIFE ADJUSTMENT AND MENTAL HEALTH STATUS." Int. j. of Social Science and Economic Research, vol. 3, no. 4, Apr. 2018, pp. 1612-1630, Accessed 2018.
Bede C., A., Rotimi J., A., & Adeyemi D., L. (2018, April). INFRASTRUCTURAL FACILITIES AS PREDICTORS OF STUDENTS' UNIVERSITY LIFE ADJUSTMENT AND MENTAL HEALTH STATUS. Int. j. of Social Science and Economic Research, 3(4), 1612-1630. Retrieved from
Bede C., Akpunne, Akinniyi Rotimi J., and Lawrence Adeyemi D. "INFRASTRUCTURAL FACILITIES AS PREDICTORS OF STUDENTS' UNIVERSITY LIFE ADJUSTMENT AND MENTAL HEALTH STATUS." Int. j. of Social Science and Economic Research 3, no. 4 (April 2018), 1612-1630. Accessed , 2018.

[1]. Abdel-Khalek, A. M. (2000). The Kuwait University Anxiety Scale: Psychometric properties. Psychological Reports, 87(2), 478-492.
[2]. Abdullah, M. C., Elias, H., Mahyuddin, R., & Uli, J. (2009). Adjustment amongst first year students in a Malaysian university. European Journal of Social Sciences, 8(3), 496-505. Retrieved from
[3]. Abiodun, O. A. (2006). Postnatal depression in primary care populations in Nigeria. General Hospital Psychiatry, 28:133-136.
[4]. Abu Baker, M. (1997). Identity Crisis and psychological Depression among university youth. Egyptian Psychological Journal, 2(3): 21-45.
[5]. Akgun, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology, 23(3), 287-294. 264
[6]. Al-amayra, H. (1988). Adaptation problems among new students in Yarmouk University. Unpublished Master thesis, Yarmouk University. Irbid.
[7]. Al-ananni, H. (2005). Psychological Health. Amman: Dar AL-fikr Press.
[8]. Al-Azza,S. (2004). What is Psychological Health. Amman: Al-thaqafa Press
[9]. Al-Banna, A. (2008). Pressing life situations among Al-Aqsa university students. Al-aqsa Journal, 12(2): 21-67.
[10]. Al-Shinawi, M., & Abdurrahman, M. (1994). Relationship between social support and personality domains, self-evaluation and adjustment in university. Cario: Anglo-Egypt Press.
[11]. Baker, R., & Siryek, B. (authors). Ali Andulsalam (Translator). (2003). Manual of Applying ATSC scale. Cairo: Nahda Press.
[12]. Bandalos, D.L., Yates, K., & Thorndike-Christ, T. (1995). Effect of math self-concept, perceived self-efficacy, and attribution for failure and success on test anxiety. Journal of Educational Psychology, 87(4), 611-623. doi: 10.1037/0022-0663.87.4.611.
[13]. Barker, S.(2004). Intrinsic, Extrinsic, and Motivational Orientation: the Role of University Adjustment Stress, Well Being, and Subsequence A academic Performance. Current Psychology, 23 (3): 189-202.
[14]. Bosheet, J. (2008). Academic Problems facing female students in the graduate applied studies college in king Faisal University. Faculty of Education journal, 2(1): 177-245.
[15]. Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & Bitzer, E., & Troskie-DeBruin, C. (2004). The effect of factors related to prior schooling on student persistence in higher education. South African Journal of Education, 24(2), 119-125. Retrieved from
[16]. Bunge, V. P., Locke, D., eds. (2000). Family Violence in Canada: A Statistical Profile 2000 (PDF). Ottawa: Statistics Canada. p. 11. Retrieved April 28, 2016.
[17]. Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295. doi:10.1006/ceps.2001.1094
[18]. Chow, H. P. H. (2007). Psychological well-being and scholastic achievement among university students in a Canadian Prairie City. Social Psychology of Education, 10(4), 483-493. doi:10.1007/s11218-007-9026-y
[19]. Crede, M., & Niehorster, S. (2012). Adjustment to College as Measured by the Student Adaption to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences. Educational Psychology Review, 24(1), 133-165. doi:10.1007/s10648-011-9184-5
[20]. Dhkan, N., & Al-hajar, B. (2006). Psychological pressure among Islamic university students anits relation to hardness. Islamic University Journal, 14(2): 6-89.
[21]. Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231-1244. doi:10.1002/jclp.20295
[22]. Enochs, W. K., & Roland, C. B. (2006). Social adjustment of college freshmen: the importance of gender and living environment. College Student Journal, 40(1), 63-72. 285
[23]. Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social support, self-esteem, and stress as predictors of adjustment to university among first-year undergraduates. Journal of College Development, 48(3), 259-274. doi:10.1353/csd.2007.0024
[24]. Gall, T. L., Evans, D. R., and Bellerose, S. (2000). Transition to first-year university: patterns of change in adjustment across life domains and time. Journal of Social and Clinical Psychology 19(4): 544-567. doi:10.1521/jscp.2000.19.4.544
[25]. Greer, T. M. (2008). Racial and ethnic-related stressors as predictors of perceived stress and academic performance for African American students at historically black college and university. The Journal of Negro Education, 77(1), 60-71. Retrieved from
[26]. Hackett, G., Betz, N. E., Casas, J. M., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39(4), 527-538. doi:10.1037//0022-0167.39.4.527 291
[27]. Halamandaris, K. F., & Power, K. G. (1999). Individual differences, social support and coping with the examination stress: A study of the psychosocial and academic adjustment of first year home students. Personality and Individual Differences, 26(4), 665-685. doi:10.1016/S0191-8869(98)00172-X
[28]. Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47-77. Retrieved from
[29]. Hmaidan, Y.A., Al-zoubi, M. (2014). University adjustment and its relation to the characteristics of extroversion and neuroticism. IPEDR, 80, (7), 37-44
[30]. Hudd, S., Dumlao, J., Erdman-Sager, D., Murray, D., Phan, E., Soukas, N., & Yokozuna, N. (2000). Stress at college: effects on health habits, health status, and self-esteem. College Student Journal, 34(2), 217-227. Retrieved from PsycINFO database.
[31]. Jdaitawi, M. T., Ishak, N. A., & Mustafa, F. T. (2011). Emotional intelligence in modifying social and academic adjustment among first year university students in North Jordan. International Journal of Psychological Studies, 3(2), 135-141
[32]. Kayol, P.M. (2011). Selected factors influencing social and academic adjustment of undergraduate students of Edgerton University; Njoro campus. International journal of business and social sciences, 2, 274-290.
[33]. Kelleher K. (2004). Prevention and intervention in primary care. In: Remschmidt H, Belfer M, Goodyear I, (Eds.) Facilitating pathways: care, treatment and prevention in child and adolescent mental health. Berlin, Springer-Verlag.
[34]. Leong, F. T. L., Bonz, M. H., & Zachar, P. (1997). Coping styles as predictors of college adjustment among freshmen. Counselling Psychology Quarterly, 10(2), 211-220. doi: 10.1080/09515079708254173
[35]. McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. doi:10.1037/0022- 0663.97.2.268
[36]. McCarthy, J. M., & Goffin, R. D. (2005). Selection test anxiety: Exploring tension and fear of failure across the sexes in simulated selection scenarios. International Journal of Selection and Assessment, 13(4), 282-295. doi: 10.1111/j.1468-2389.2005.00325.x
[37]. McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21(1), 89-99. doi: 10.1080/01443410020019867
[38]. Michie, F., Glachan, M., & Bray, D. (2001). An evaluation of factors influencing the academic self-concept, self-esteem and academic stress for direct and re-entry students in higher education. Educational Psychology, 21(4), 455-472. doi: 10.1080/01443410120090830 307
[39]. Mirrlees-Black, C. (1999). Domestic Violence: Findings from a new British Crime Survey selfcompletion questionnaire (PDF). London: Home Office. pp. 17-26. ISBN 9781840821932. Retrieved April 4, 2016.
[40]. Misra, R., McKean, M. (2000). College students" academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health, 16(1), 41-51. Retrieved from
[41]. Misra, R., McKean, M., West, S., & Russo, T. (2000). Academic stress of college students: comparison of student and faculty perceptions. College Student Journal, 34(2), 236-246. Retrieved from
[42]. Neville, H. A., Heppner, P. P., Ji, P., & Thye, R. (2004). The relations among general and racerelated stressors and psycho educational adjustment in black students attending predominantly white institutions. Journal of Black Studies, 34(4), 599-618. doi: 10.1177/0021934703259168
[43]. Omura, K. (2007). Situation-related changes of causal structures and the stress model in Japanese college students. Social Behavior and Personality, 35(7), 943-960. doi: 10.2224/sbp.2007.35.7.943
[44]. Owoyemi, E. (2013, October 10). Medical experts say 64 million Nigerians suffer from mental illness. Premium Times.
[45]. Petersen, I., Louw, J., & Dumont, K. (2009). Adjustment to university and academic performance among disadvantaged students in South Africa. Journal of Educational Psychology, 29(1), 99-115. doi: 10.1080/01443410802521066
[46]. Pritchard, M. E., & Wilson, G. S. (2003). Using emotional and social factors to predict student success. Journal of College Student Development 44(1), 18-28. doi: 10.1353/csd.2003.0008
[47]. Putwain, D. (2007). Researching academic stress and anxiety in students: some methodological considerations. British Educational Research Journal, 33(2), 207-219. doi: 10.1080/01411920701208258
[48]. Rezazadeh, M., & Tavakoli, M. (2009). Investigating the relationship among test anxiety, gender, academic achievement and years of study: A case of Iranian EFL university students. English Language Teaching, 2(4), 68-74. Retrieved from
[49]. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological Correlates of University Students' Academic Performance: A Systematic Review and Meta-Analysis. Psychological Bulletin, 138(2), 353-387. doi: 10.1037/a0026838 319
[50]. Seipp, B., & Schwarzer, C. (1996). Crosscultural anxiety research. A review. In C. Schwarzer & M. Zeidner (Eds.), Stress, anxiety, and coping in academic settings (pp. 13-68). Tubingen, Germany: Francke.
[51]. Sevninc, S., & Gizir, C.A. (2014). Factors negatively affecting university adjustment from the vews of first-year university students: the case of Mersin University. Educational sciences: theory & practice. 14(4), 1301 -1308
[52]. Storrie, K; Ahern, K., Tuckett, A. (2010). "A systematic review: Students with mental health problems--a growing problem". International Journal of Nursing Practice, 16(1), 1-6.16 (1): 1-16.
[53]. Sulieman, S., & Al-menezzel, A. (1999). Degree of Adjustmeent among Sultan Qabous University Students and its relation to gender, semester achievement and residence. Dirassat: Educational Sciences, 26(1): 1-6.
[54]. Talib, N., & Sansgiry, S. S. (2011). Factors affecting academic performance of university students in Pakistan. Interdisciplinary Journal of Contemporary Research in Business, 3(3), 589-600. Retrieved from
[55]. Walby, S. & Myhill, A. (2001b) Assessing and managing risk. In J. Taylor-Browne (Ed).What Works in reducing domestic violence? A comprehensive guide for professionals. London: Whiting & Birch
[56]. WHO, (2004). Revised Global Burden of Disease (GBD) 2002 estimates. Geneva, retrieved from World Health Organisation website,. WHO, (2006). Neurological disorders: public health challenges. Geneva.

This study examined the influence of infrastructural facilities on university life adjustment and mental health status of undergraduates in a Nigerian University. 203 participants made up of 96 males and 107 females were purposively selected and responded to School Infrastructure Questionnaire (SIQ), University Adjustment Scale (UAS), and the General Health Questionnaire (GHQ-12). Descriptive and inferential statistics were used for data analysis. 48% of the sample were well adjusted, 40.1% were moderately adjusted while 11.4% reported maladjustment. There was a 51.5% prevalence of poor mental health among the sample. No observed significant gender difference on University Life Adjustment (ULA); statistically significant gender influence was observed on poor mental health status with males reporting a higher mean score respondents [t (203) = 3.153, P < 0.05]. Conditions of school infrastructural facilities significantly predicted ULA [F (1, 203) = 13.33, P<0.05, ???? 2= .062,] as well as mental health status of the participants [F (1, 203) = 6.68, P<0.05, ???? 2= .032]. There is a high prevalence of poor mental health and maladjustment among the sample. More research efforts on the influence of school climate on the mental health of members of university communities should be carried out