INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijm a/ 8-i10-23, Impac Fac o : 8.266
Page No. 5709-5716
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5709
Gauging he Readiness, Challenges, and Adap a ion P ac ices Among Fi s Yea
Educa ion S uden s
A iane K is E. Ma amag- Manalas as1, Ronnie Boy V. Blas2, A iane Milag osa T. Pan aleon3
1,2,3Facul y, College o Educa ion
ABSTRACT: College eadiness is a c i ical ac o in ensu ing s uden success du ing he ansi ion om seconda y o highe
educa ion. I encompasses academic p epa edness, pe sonal adjus men , and emo ional esilience, which collec i ely shape
s uden s’ abili y o pe sis in college. This s udy aimed o assess he academic, pe sonal, and emo ional eadiness o i s yea
educa ion s uden s, iden i y he challenges hey encoun e ed, and examine he adap a ion p ac ices and s a egies hey
employed. Using a quali a i e design, e lec ions om 30 i s -yea educa ion s uden s we e analyzed h ough hema ic analysis
o cap u e hei li ed expe iences o eadiness, s uggles, and coping p ac ices.
The indings e ealed ha s uden s demons a ed academic eadiness h ough p oac i e p ac ices such as de eloping
s udy habi s, ad anced eading, and cou se- ela ed esea ch. Pe sonal eadiness was exp essed h ough independence, decision-
making, inancial planning, and li es yle adjus men s, while emo ional eadiness eme ged h ough esilience, sel -awa eness, and
eliance on spi i uali y, hough a ied le els o p epa a ion we e obse ed. Despi e hese s eng hs, s uden s aced in e connec ed
challenges, including hea y academic wo kload, ime managemen di icul ies, inancial cons ain s, commu ing bu dens, and
emo ional s uggles ela ed o social adjus men and well-being. To na iga e hese, s uden s employed s a egies such as e ec i e
ime managemen , s ess managemen , seeking pee and amily suppo , d awing mo i a ion om ai h and pe sonal goals,
adop ing consis en s udy habi s, and main aining wo k-li e balance. These indings sugges ha eadiness and adap a ion a e
mul idimensional p ocesses ha equi e holis ic ins i u ional suppo in academic, emo ional, social, and inancial, o os e
esilience, pe sis ence, and long- e m success among i s -yea educa ion s uden s.
KEYWORDS: College Readiness, Fi s -Yea Educa ion S uden s, Adap a ion S a egies, Challenges
INTRODUCTION
Educa ion has been ega ded as a pa hway o enhance social mobili y, ans o ming indi iduals wi hin socie y (Be eke eab, 2020),
and con ibu ing o he economic p ospe i y o a na ion (Kingdom and Maekae, 2013). I also se es as a ool o empowe ing
indi iduals o ac i ely pa icipa e as p oduc i e membe s in a di e se and plu alis ic global communi y (Vecaldo, e . al., 2020),
howe e , he ansi ion om high school o pos -seconda y educa ion is o en di icul o s uden s.
College eadiness gene ally e e s o he abili y o high school g adua es o be admi ed o college and o succeed in ounda ion
cou ses wi hou emedia ion. I ocuses on he knowledge and skills essen ial o success ully pu sue college (Babe , e . al., 2020).
The ansi ion o uni e si y o en in ol es adap ing o a new se ing ha p esen s dis inc academic and pe sonal challenges. F om
an academic pe spec i e, he e is a widely acknowledged dis inc ion be ween uni e si y and high school, no ably, he e is a
heigh ened expec a ion o independence, wi h a shi in esponsibili y om ex e nal sou ces o in e nal ones (Wasylkiw, 2015). In
high school, whe e eache s ypically p o ide eminde s, guidance, and s uc u e o lea ning, whe eas uni e si y places he
esponsibili y on s uden s o ake cha ge o hei esponsibili ies and di ec ion (Roys e , 2015). Coupled wi h la ge class ooms,
mul iple ins uc o s, and a mo e demanding wo kload, s uden s encoun e no able di e ences in he academic en i onmen a
uni e si y compa ed o hei expe iences in high school, hus lea ning eadiness is conside ed as a suppo ing ac o in he
s uden s’ academic esilience. College eadiness in ol es he capabili y o high school g adua es o be admi ed o college and
succeed in ounda ional cou ses wi hou equi ing emedia ion, emphasizing he essen ial knowledge and skills o a success ul
pu sui o highe educa ion (Conley, 2013; Tin o, 2017). I is a mul i ace ed cons uc ha includes cogni i e s a egies, con en
knowledge, lea ning skills, and ansi ion knowledge necessa y o na iga ing highe educa ion (Conley, 2014). The ansi ion om
seconda y school o uni e si y ep esen s a c i ical and o en ans o ma i e phase in s uden s' li es, ma ked by new academic
Gauging he Readiness, Challenges, and Adap a ion P ac ices Among Fi s Yea Educa ion S uden s
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5710
challenges, inc eased independence, and heigh ened expec a ions (Fa uggia, e al., 2018; Pa ke , e al., 2017). This pe iod o en
equi es s uden s o adjus o di e en eaching s yles, hea ie wo kloads, and mo e igo ous academic demands (S allman, Ohan,
and Chie a, 2019).
Fo many eshmen s uden s, his ansi ion can be bo h exci ing and daun ing as hey na iga e he complex landscape
o highe educa ion. While he oppo uni y o pu sue highe lea ning os e s au onomy and iden i y de elopmen , i is also
associa ed wi h s ess, anxie y, and adjus men di icul ies (Cab as and Mondo, 2023; Tu ne , Holdswo h, and Sco -Young, 2021).
The ex en o which hese s uden s a e p epa ed o he academic, social, and pe sonal demands o uni e si y li e signi ican ly
in luences hei o e all success and well-being du ing his c i ical pe iod (C edé and Phillips, 2017; T uong, Ga ey, and Lo e, 2022).
In he Philippines, he assessmen o p epa edness among s uden s ac oss c ucial g ade le els is conduc ed in acco dance
wi h he Policy Guidelines on he Na ional Assessmen o S uden Lea ning o he K o 12 Basic Educa ion P og am (Depa men
o Educa ion, 2016). Speci ically, o Senio High School (SHS) s uden s, a G ade 12 exi assessmen is implemen ed o asce ain
hei alignmen wi h he lea ning s anda ds ou lined in he SHS cu iculum. Addi ionally, be o e ansi ioning o SHS, G ade 9
s uden s unde go a ca ee assessmen o e alua e hei ap i udes and occupa ional in e es s, p o iding guidance o u u e ca ee
choices. Howe e , he e is unce ain y ega ding whe he hese e alua ions e ec i ely measu e he college eadiness o K o 12
g adua es in he Philippines (Balag as, e . al., 2019).
Academic esilience is an impo an pa o success ully mee academic challenges and encou aging s uden mo i a ion
and success, and s uden s who show ha d wo k can sol e p oblems, see di icul ies as oppo uni ies, adjus lea ning me hods, look
o o he lea ning sou ces, and a oid nega i e esponses (Mallick and Kau , 2016; Cassidy, 2016). These beha io s a e o en
pe cei ed as signs ha show academic esilience, bu due o changes in lea ning me hods b ough by he pandemic in schools,
academic esilience is an impo an hing ha s uden s need o s ay connec ed o he lea ning p ocesses and me hods in achie ing
s udy success.
While challenges a e e iden , s uden s' eadiness and e ec i e adap a ion s a egies, along wi h ins i u ional suppo ,
play pi o al oles in hei o e all success and well-being du ing his c i ical pe iod. Unde s anding he ac o s ha con ibu e o
college eadiness and he abili y o uni e si y s uden s o adap du ing his ansi ion is essen ial o suppo ing hei academic
success and pe sonal g ow h. Fu he mo e, by iden i ying he challenges aced by eshmen and examining he skills and p ac ices
ha acili a e hei adjus men , educa o s and ins i u ions can be e equip s uden s o he demands o highe educa ion,
ul ima ely enhancing hei o e all uni e si y expe ience and long- e m success.
Resea ch Objec i es
1. Assess he academic, pe sonal, and emo ional eadiness o i s -yea educa ion s uden s;
2. Iden i y he challenges ha he i s -yea educa ion s uden s ha e encoun e ed; and
3. Examine he adap a ion p ac ices and s a egies employed by i s -yea educa ion s uden s o na iga e he challenges
ha hey ha e encoun e ed.
RESEARCH METHODOLOGY
Using he Quali a i e Resea ch App oach pa icula ly he Desc ip i e Resea ch Design, he esea che ga he ed he da a
h ough a esea che - made open- ended ques ionnai e. The esponden s we e he pu posi ely selec ed hi y (30) i s yea
Bachelo o Seconda y Educa ion (BSEd), Bachelo o Elemen a y Educa ion (BEEd), and Bachelo o Physical Educa ion (BPED)
s uden s om he College o Educa ion (CEd).
The ques ionnai e had unde gone ace and con en alida ion by Language and P o essional Educa ion expe s o ensu e
he cla i y and conciseness o he ques ions. The ansc ip s o he da a collec ed we e ansc ibed, coded, and hema ically
analyzed o de e mine he academic, pe sonal, and emo ional eadiness o i s -yea educa ion, iden i y he challenges ha he
i s -yea educa ion s uden s ha e encoun e ed, and examine he adap a ion p ac ices and s a egies employed by i s -yea
educa ion s uden s o na iga e he challenges ha hey ha e encoun e ed.
Gauging he Readiness, Challenges, and Adap a ion P ac ices Among Fi s Yea Educa ion S uden s
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5711
Concep ual F amewo k o he S udy
Figu e 1. Resea ch Pa adigm
The concep ual amewo k o he s udy, "Gauging he Readiness, Challenges, and Adap a ion P ac ices among Fi s Yea
Educa ion S uden s," is s uc u ed o in es iga e he academic, pe sonal, and emo ional p epa edness o i s -yea educa ion
s uden s, he challenges hey encoun e , and he adap a ion p ac ices hey employ. Fu he mo e, he s udy aims o p o ide a
holis ic unde s anding o he eadiness, challenges, and adap a ion p ac ices among i s -yea educa ion s uden s o in o m
educa ional ins i u ions and policymake s in de eloping a ge ed in e en ions o enhance he ansi ion expe ience and suppo
sys ems o incoming educa ion s uden s.
RESULTS AND DISCUSSION
1. College Academic, Pe sonal, and Emo ional Readiness o Fi s Yea Educa ion S uden s
a. Academic Readiness
The pa icipan s demons a ed s ong academic eadiness by engaging in p oac i e p ac ices be o e en e ing college. They
p epa ed by de eloping s udy habi s and lea ning s a egies, such as adjus ing s udy ou ines, o ganizing schedules, p ac icing
public speaking, and e eshing s udy skills using online esou ces.
The ansi ion om senio high school o college ma ks a signi ican shi in a s uden 's academic li e. To be e unde s and
how s uden s p epa e o his ansi ion, a se o e lec ions om 30 pa icipan s was analyzed, wi h a speci ic ocus on hei
academic eadiness. The esponses e eal di e se s a egies ha incoming i s -yea s uden s adop o cope wi h he expec ed
academic demands o highe educa ion.
The i s -yea s uden s exhibi ed academic eadiness by engaging in p oac i e p ac ices such as de eloping s udy habi s,
ad anced eading o u u e cou se ma e ials, and conduc ing cou se- ela ed esea ch.
Many s uden s p epa ed by ga he ing in o ma ion om a ious sou ces, including college s uden s, g adua es, ela i es,
and online pla o ms as e iden by hese sample esponses om P1 “Nag anong- anong sa mga kakilala na nag-college a nasa
college pa a main o m ako kung anu-ano ang mga pinag-aa alan sa College o Educa ion”, while P9 had s a ed ha “I asked my
cousin on wha should I expec wi h my cou se because he also pu sues he p og am ha I am aking.”
Fu he mo e, se e al pa icipan s epo ed ga he ing in o ma ion om s uden s and g adua es (P1, P12, P20), asking
ad ice om cousins o pee s in he same p og am (P4, P9), and esea ching online abou college expec a ions and cou se
equi emen s (P6, P10, P19,
P20, P18, P11). O he s highligh ed ad anced eading and subjec amilia iza ion (P8, P16, P18, P19, P20, P16, P18, P19) and
adjus ing hei s udy ou ines o e eshing s udy skills (P11, P13, P14, P23) as pa o hei p epa a ion.
These pa icipan s showed eadiness by conduc ing cou se- ela ed esea ch and ga he ing in o ma ion om eliable
sou ces asking ad ice om cousins o cu en s uden s in he same p og am, in e iewing g adua es, esea ching u u e subjec s,
wa ching educa ional ideos, explo ing campus layou , connec ing wi h classma es, and inalizing cou se and schola ship
applica ions. This da a illus a es ha academic eadiness among i s -yea college s uden s is no me ely abou knowing wha o
expec bu i is an ac i e p ocess o esea ching, planning, and p ac icing skills ha will suppo hei lea ning jou ney. The
pa icipan s’ insigh s e lec a p oac i e mindse , aiming o educe he shock o ansi ion and inc ease hei chances o succeeding
in he collegia e en i onmen .
These s a egies align wi h he concep ha academic eadiness is no only abou cogni i e skills bu also abou
psychosocial and con ex ual p epa edness (Phillips-Be ens ein, e al, 2024). Recen s udies emphasize ha noncogni i e ac o s,
such as lea ning s a egies, sel -discipline, and mindse —a e equally c ucial in ensu ing s uden success in college (G een, e al,
2023). Simila ly, esea ch in he Philippine con ex unde sco es ha incoming eshmen demons a e s ong academic beha io
Gauging he Readiness, Challenges, and Adap a ion P ac ices Among Fi s Yea Educa ion S uden s
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5712
and con ex ual awa eness when hey ac i ely ga he in o ma ion and p epa e o he challenges o highe educa ion (Sali, e al,
2024). Mo eo e , he expe iences o ansi ioning s uden s indica e ha ea ly p epa a ion h ough planning, in o ma ion
ga he ing, and pee suppo helps educe he shock o ansi ion and os e s esilience (Ricks and Wa en, 2021; Nuñez, 2023).
These p ac ices and s a egies had highligh ed how i s -yea s uden s p epa ed no jus academically, bu also men ally, o
emb ace he academic demands and expec a ions o highe educa ion.
b. Pe sonal Readiness
The da a e ealed ha s uden s exhibi ed a conside able le el o pe sonal eadiness as hey p epa ed o independence, li es yle
adjus men s, social adap a ion, decision-making, and inancial planning.
The i s -yea s uden s p epa ed hemsel es pe sonally by ocusing on independence, li es yle changes, social
adjus men , decision-making, and inancial planning. S uden s also p epa ed pe sonally by ocusing on independence, li es yle
change, and inancial planning. One pa icipan explained, “I ga he ed in o om di e en sou ces o decision-making” (P1), while
ano he e lec ed on sel -awa eness, saying, “I disco e ed mo e abou mysel and my po en ial” (P2). Financial planning was also
emphasized, wi h one no ing, “I sa ed my allowance because o inancial limi a ions” (P13). O he s ocused on li es yle
adjus men s, as one sha ed, “I p epa ed o adop he college li es yle” (P14), and ano he desc ibed, “I bough ma e ials and
checked he school websi e o campus li e” (P21). These s uden s’ p ac ices had e lec ed hei eadiness o adap o he pe sonal
and social demands o college.
In addi ion, some s uden s ha e also engaged in decision-making h ough ga he ing in o ma ion and seeking ad ice (P2,
P3, P5, P12, P17, P22) and inalizing hei cou se choice and u u e plans (P5, P30). Some highligh ed inancial eadiness such as
sa ing allowances and applying o schola ships (P13, P30). O he s p epa ed o li es yle and social adjus men s, including adop ing
he college li es yle, managing anspo a ion, buying supplies, and explo ing campus li e (P14, P21, P25, P21).
The da a indica es ha i s -yea educa ion s uden s exhibi ed a no able le el o pe sonal eadiness, pa icula ly in a eas
o decision-making, inancial planning, and li es yle adjus men s. Many s uden s p oac i ely ga he ed in o ma ion and sough
ad ice om amily and pee s ega ding cou se selec ion and academic pa hways. This aligns wi h indings by Conley (2013), who
emphasized he impo ance o sel - egula ed lea ning and in o med decision-making in college eadiness. Addi ionally, s uden s
demons a ed inancial p epa edness by sa ing allowances and applying o schola ships, e lec ing he signi icance o inancial
li e acy in managing college expenses (No i asa i e al., 2021). Li es yle adjus men s, such as pu chasing school supplies, managing
anspo a ion, and explo ing he campus en i onmen , u he illus a e s uden s' p oac i e app oach o adap ing o college li e.
These beha io s a e consis en wi h esea ch by Pasca ella and Te enzini (2005 in Zayed, 2025), who highligh ed he ole o
p ac ical and social p epa a ions in acili a ing a smoo h ansi ion o highe educa ion. Thus, he s uden s' mul i ace ed e o s in
pe sonal eadiness unde sco e he impo ance o holis ic p epa a ion in achie ing academic and pe sonal success in college.
c. Emo ional Readiness
The da a e ealed ha s uden s exhibi ed a conside able le el o emo ional eadiness by p epa ing men ally, emo ionally, and
spi i ually o he challenges o college.
The s uden s exp essed hei e o s o p epa e emo ionally o he ansi ion o college. One sha ed, “I p epa e mysel
men ally and emo ionally” (P7), while ano he emphasized, “I p epa ed mysel o he s uggles ha we e abou o come” (P17).
To manage s ess, a pa icipan explained, “I don’ wan o p essu e mysel ha can su ely a ec my men al wellbeing” (P23).
O he s e lec ed a mo e adap i e mindse , as one s a ed, “I emb aced adjus men s especially in academic ma e s” (P33).
P2, P15, and P17 had also emphasized ha sel -awa eness and inne s eng h and P7, P11, P25, and P23 exe ed e o s
in adjus ing men ally and emo ionally o new en i onmen s and ansi ions. O he s p epa ed by d awing on spi i ual guidance and
ai h (P19) o by managing emo ions h ough posi i e ou looks and elaxa ion be o e college (P23). One esponse also e lec ed
an implied lack o p epa a ion, which highligh s he a ied emo ional s a es o s uden s be o e en e ing college (P24). These
accoun s illus a e how s uden s sough esilience in acing he emo ional and academic challenges o highe educa ion.
These indings suppo p e ious esea ch sugges ing ha p oac i e lea ning s a egies be o e hey en e college ha
enhanced he s uden s’ p epa edness o highe educa ion (C edé and Phillips, 2017; T uong e al., 2022). Pe sonally, pa icipan s
emphasized independence, li es yle adjus men s, decision-making, and inancial planning, aligning wi h Zhang e al. (2022), who
emphasized he ole o inancial and li es yle adjus men s in college ansi ion. Emo ionally, s uden s p epa ed by s eng hening
esilience, emb acing adjus men s, and d awing suppo om ai h and amily, echoing indings by Pa k and Kim (2019) ha
in insic goals and cul u al alues sus ain s uden pe sis ence.
2. Challenges ha he Fi s -Yea Educa ion S uden s Ha e Encoun e ed
The challenges encoun e ed by i s -yea s uden s spanned ac oss academic, pe sonal, social, inancial, and emo ional domains,
e lec ing he mul i ace ed na u e o hei ansi ion o highe educa ion.
Gauging he Readiness, Challenges, and Adap a ion P ac ices Among Fi s Yea Educa ion S uden s
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a. Academic Challenges
Fi s -yea s uden s encoun e ed se e al academic challenges as hey adjus ed o he demands o highe educa ion. Many
epo ed di icul ies wi h ime managemen and scheduling, such as waking up o ea ly mo ning classes, p io i izing mul iple
asks, and managing sudden inc eases in wo kload (P5, P12, P18, P20). The academic wo kload and p essu e also p o ed
o e whelming, wi h s uden s s uggling o comple e nume ous p ojec s, assignmen s, and pe o mance asks ha we e o en due
simul aneously (P6, P11, P16). Some also exp essed di icul y in unde s anding complex opics and keeping up wi h he as -
paced lea ning en i onmen (P22). Addi ionally, ins uc o - and eaching- ela ed issues su aced, wi h s uden s eeling
unsuppo ed when p o esso s did no p o ide adequa e guidance, lea ing hem o ely hea ily on sel -s udy (P29). Toge he , hese
conce ns highligh he academic s ess ha accompanied hei ansi ion o college.
Academic s uggles we e among he mos p ominen , pa icula ly he adjus men o new lea ning en i onmen s and he
hea y wo kload ha accompanied college-le el s udies. Time managemen issues u he compounded hese di icul ies, as
s uden s g appled wi h balancing nume ous academic asks alongside pe sonal esponsibili ies. The ansi ion om high school o
college p esen s i s -yea s uden s wi h in e ela ed academic, pe sonal, and emo ional challenges ha can unde mine bo h
pe o mance and well-being. Resea ch shows ha di icul ies wi h ime managemen and wo kload a e majo s esso s o new
college s uden s, o en linked o poo e academic ou comes when no adequa ely suppo ed (Pa k and Swanson, 2021; Cab as
and Mondo, 2023).
b. Pe sonal Challenges
The ansi ion o college li e also b ough abou signi ican pe sonal challenges. S uden s ound i di icul o adjus o a new
en i onmen , o en eeling ou o place, expe iencing cul u e shock, and s uggling o na iga e he un amilia academic sys em
(P7, P15, P24, P2). Financial challenges we e equally bu densome, wi h many epo ing s uggles o co e daily anspo a ion
expenses, allowance sho ages, and he need o juggle pa - ime wo k alongside academic esponsibili ies (P9, P13, P19, P25). Fo
hose commu ing, anspo a ion di icul ies c ea ed added s ess, as long a el imes and exhaus ing daily commu es a ec ed
hei punc uali y and d ained hei ene gy (P8, P14, P23). Fu he mo e, balancing mul iple oles and esponsibili ies was a
ecu ing challenge, wi h some s uden s caugh be ween schoolwo k, amily du ies, and pe sonal in e es s, including hobbies such
as gaming (P4, P26, P28). These pe sonal challenges unde sco e he p ac ical adjus men s equi ed o a success ul ansi ion o
college. These in ol e li es yle changes, esponsibili ies, and p ac ical adjus men s. Financial conce ns had also su aced as a majo
challenge, wi h many s uden s epo ing ha mone a y p essu es a ec ed no only hei abili y o mee school equi emen s bu
also hei emo ional well-being. T anspo a ion di icul ies, especially long and exhaus ing commu es, added o he s ain and
educed s uden s’ a ailable ime o es and s udy. Social adjus men was ano he a ea o di icul y, as some s uden s exp essed
challenges in o ming new ela ionships and in eg a ing in o an un amilia academic communi y.
In addi ion, balancing mul iple oles such as being a s uden while managing amily expec a ions o pe sonal
commi men s p o ed o be o e whelming o se e al indi iduals. A ew s uden s also men ioned di icul ies ela ed o
ins uc ional me hods and in e ac ions wi h p o esso s, which u he in luenced hei academic expe ience. Pe sonal cons ain s
such as inancial s ess, commu ing bu dens, and managing mul iple esponsibili ies u he in ensi y hese issues, educing he
capaci y o ocus on lea ning (Zhang e al., 2022).
c. Emo ional Challenges
In addi ion o academic and pe sonal s uggles, s uden s g appled wi h emo ional challenges ha a ec ed hei well-being. Many
encoun e ed di icul ies in social adjus men and iendships, as hey s uggled wi h shyness, in o e sion, o missing hei
p e ious pee g oups, while also inding i di icul o o m new suppo ne wo ks in college (P21, P27). As one s uden sha ed, “I
ound i ha d o socialize wi h my ellow s uden s” (P3), e lec ing he emo ional oll o adjus ing o new social en i onmen s
wi hou an es ablished suppo ne wo k. Simila ly, ano he admi ed, “I ’s ha d o socialize and adjus in [a] new en i onmen ”
(P10), highligh ing he challenge o o ming iendships and belonging in a new academic communi y.
The s ess and emo ional s ain o juggling inancial conce ns, o ins ance, P9 e ealed ha “Financial and academic
p essu e,” while P13 echoed, “I ’s de ini ely he inancial s uggles”. In addi ion, academic equi emen s, and social adjus men
u he weighed hea ily on s uden s, o en leading o anxie y, a igue, and sel -doub (P9, P13, P16, P19, P7, P10, P21, P27). Fo
some, he a igue om commu ing and he cons an e o o balance mul iple oles ampli ied hese emo ional di icul ies (P8,
P14, P26, P28). These esponses e eal ha emo ional adap a ion is as c i ical as academic p epa edness in ensu ing a smoo he
college ansi ion, hus, emo ional well-being, including eelings o isola ion, anxie y, and adjus men o new social en i onmen s,
plays a c i ical media ing ole in how s uden s cope wi h hese p essu es.
The indings highligh ha emo ional adap a ion is jus as impo an as academic p epa edness in ensu ing a smoo h
ansi ion o college li e. S uden s’ emo ional well-being, including how hey manage eelings o isola ion, s ess, and anxie y, plays
a c i ical media ing ole in hei abili y o cope wi h he p essu es o highe educa ion. Resea ch in he Philippine con ex shows
Gauging he Readiness, Challenges, and Adap a ion P ac ices Among Fi s Yea Educa ion S uden s
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5714
ha s uden s wi h s onge emo ional in elligence expe ience less ansi ion shock and a e be e equipped o manage academic
and social demands (Me gal, e al, 2019). Simila ly, Tan, e al, (2024) emphasized ha emo ional well-being signi ican ly a ec s
academic pe o mance, sugges ing ha s uden s who e ec i ely manage s ess and anxie y pe o m be e academically. Gil, e
al, (2024) u he poin ou ha social adjus men challenges, such as eelings o isola ion, hinde eshmen’s adap a ion o college,
ein o cing he idea ha bo h social and emo ional eadiness a e key componen s o s uden success. These indings shows he
need o uni e si ies o p o ide no only academic suppo bu also s uc u ed in e en ions ha os e esilience, emo ional
egula ion, and a suppo i e social en i onmen o eshmen.
Taken oge he , hese indings indica e ha he challenges aced by i s -yea s uden s a e in e connec ed a he han
isola ed. Academic s uggles a e o en in ensi ied by inancial bu dens and pe sonal p essu es, while emo ional well-being is
shaped by bo h social adjus men di icul ies and ex e nal cons ain s such as commu ing. This highligh s he impo ance o
implemen ing holis ic suppo sys ems wi hin highe educa ion ins i u ions— ini ia i es ha add ess no only academic
p epa edness bu also inancial, social, and emo ional needs o os e smoo he ansi ions and o e all s uden success.
3. Adap a ion P ac ices and S a egies Employed by Fi s -Yea Educa ion S uden s o Na iga e he Challenges ha hey ha e
Encoun e ed
The indings e ealed ha i s -yea educa ion s uden s employed a wide ange o adap a ion p ac ices and s a egies o cope
wi h he challenges o ansi ioning o college.
The mos dominan heme was ime managemen and o ganiza ion, whe e s uden s highligh ed he impo ance o
planning, p io i izing, and a oiding p oc as ina ion. Many sha ed ha c ea ing schedules, b eaking down la ge asks in o smalle
s eps, and inishing equi emen s ahead o ime helped hem educe s ess and main ain balance. One pa icipan explained, “I
c ea ed a o-do lis and ha e be e ime managemen ” (P4), while ano he e lec ed, “Imp o ing my ime managemen . I make i
a habi o b eak big asks in o smalle , manageable pieces” (P12). This inding aligns wi h p e ious esea ch emphasizing ha
e ec i e ime managemen os e s academic success and educes s ess among i s -yea s uden s (T uong e al., 2022).
Alongside ime managemen , s uden s also unde sco ed ha gi ing impo ance o emo ional and men al heal h such as
elaxa ion, sel -ca e, and posi i e sel - alk p e en bu nou and sus ain mo i a ion. Fo ins ance, a pa icipan sha ed, “Gi ing
mysel ime o es and enjoy… is he bes s a egy” (P3), while ano he emphasized, “Do no o e s ess you sel ” (P10). O he s
men ioned d awing s eng h om iends and leisu e ac i i ies, no ing ha engaging in small b eaks helped hem egain hei
men al ene gy. This e lec s p e ious indings ha sel -ca e p ac ices and s ess managemen a e c i ical coping mechanisms in
main aining emo ional s abili y in highe educa ion (Tu ne e al., 2021).
Ano he ecu ing heme was seeking help and building suppo sys ems. S uden s exp essed ha hey elied no only
on pee s bu also on amily membe s o bo h academic and emo ional suppo . This e lec s he social dimension o adap a ion,
whe e collabo a ion and encou agemen become essen ial coping mechanisms. Fo example, one pa icipan s a ed, “I su ounded
mysel in a good ci cle o iends” (P9), while ano he ema ked, “Ha e some good iends ha will help you o e come hose
challenges” (P21). This inding is consis en wi h Tin o’s (2017) and Caldwell, e al’s (2021) s udy ha highligh s pee and social
suppo is i al o s uden ’s esilience and academic success.
Equally impo an was mo i a ion h ough ai h, amily, and pe sonal goals. Many s uden s d ew esilience om hei
spi i uali y, hei esponsibili y o hei amilies, and hei aspi a ions o he u u e. As one pa icipan sha ed, “Palagiang paghingi
ng guidance kay Lo d” (P5), while ano he highligh ed, “Mos impo an ly, I emembe why I’m doing his – o my amily” (P18).
These accoun s e lec how cul u al alues, and pe sonal con ic ions se e as s ong d i ing o ces in o e coming academic
s uggles. This echoes he indings o Pa k and Kim (2019), who epo ed ha in insic goals, ai h, and amily suppo p o ide
mo i a ion and esilience o s uden s na iga ing academic s ess.
S uden s also desc ibed adop ing s udy habi s and academic s a egies o enhance hei lea ning and pe o mance. These
p ac ices included ad ance eading, consis en e iewing, and ehea sing o class p esen a ions. One pa icipan ema ked, “I
e iew 2 days be o e he exams o a oid academic c amming” (P13), while ano he sha ed, “I do d y uns a home be o e o al
p esen a ions” (P28). Such p ac ices e eal how s uc u ed academic ou ines suppo eadiness and con idence in academic asks.
These esul s a e suppo ed by ecen s udies ha emphasize he ole o e ec i e s udy habi s and ac i e lea ning s a egies in
imp o ing s uden ou comes (C edé and Phillips, 2017).
Finally, some s uden s emphasized he need o main ain wo k-li e balance. They ecognized ha while academics a e
demanding, i is equally impo an o sus ain iendships, hobbies, and leisu e ac i i ies o a oid bu n-ou . As one pa icipan
exp essed, “Balance my s udy and pe sonal li e” (P2), ano he added, “Time-managemen … balance on academic and social li e”
(P16). This e lec s ea lie indings ha main aining wo k-li e balance is essen ial in p e en ing academic a igue and os e ing
s uden well-being (S allman e al., 2019).
Gauging he Readiness, Challenges, and Adap a ion P ac ices Among Fi s Yea Educa ion S uden s
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5715
O e all, he indings illus a e ha adap a ion among i s -yea educa ion s uden s is a mul i ace ed p ocess ha
in eg a es academic s a egies, pe sonal coping mechanisms, emo ional egula ion, social suppo , and cul u al mo i a ion. While
ime managemen eme ged as he mos dominan p ac ice, he in e connec edness o emo ional wellness, suppo sys ems, ai h,
amily, and wo k-li e balance highligh ed he holis ic na u e o adap a ion du ing he ansi ion o highe educa ion.
CONCLUSION
The indings e ealed ha while i s -yea educa ion s uden s en e ed college wi h a conside able deg ee o academic, pe sonal,
and emo ional eadiness, hei ansi ion was s ill ma ked by signi ican challenges. Academic p epa edness alone was no enough
o gua an ee a smoo h adjus men , as inancial limi a ions, ime managemen s uggles, commu ing p essu es, and emo ional
s ess also played c i ical oles.
Despi e hese ba ie s, s uden s demons a ed esilience and adap abili y h ough ime managemen , wellness p ac ices,
social suppo , ai h, and mo i a ion om amily and goals. These s a egies unde sco e he impo ance o a holis ic app oach o
eadiness, one ha goes beyond academics o include pe sonal, social, and emo ional dimensions; hus, he s udy concludes ha
he i s -yea ansi ion is a mul i ace ed p ocess ha equi es balanced p epa a ion and ins i u ional suppo . S uden s’ success
in highe educa ion is bes sus ained when uni e si ies add ess no only academic p epa edness bu also inancial eali ies, social
in eg a ion, and emo ional esilience.
RECOMMENDATION
The s udy unde sco es he impo ance o ins i u ional in e en ions ha add ess s uden s’ mul i ace ed needs.
Uni e si ies should s eng hen o ien a ion and men o ing p og ams, expand inancial assis ance, and enhance counseling and
pee -suppo se ices; hus, a College Academic Ad ising P og am may be es ablished o ease he ansi ion, imp o e esilience,
and os e academic success. Fu u e esea ch may also adop a longi udinal design o ace adap a ion p ac ices beyond he i s
yea and explo e a ia ions ac oss gende , socioeconomic s a us, and p og am con ex s.
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