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Student Adaptation to University Scale

Student Adaptation to University Scale Test

Understand how comfortable freshmen feel socially and academically in just 3 minutes. Quick 16-item screening flags who may need support early, helping prevent burnout and sustain motivation.

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Questions: 163 minutes

Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.

08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

28389 views

2356 completions

2078 likes

Scale Explorer

How the Scales are Structured

example score

8/16

Adaptation to Academic Activity (AtAA)

Measures how effectively a student adapts to university academic demands, including understanding coursework, completing assignments, and engaging with instructors.

Needs support

Developing

Well-adapted

0 – 6: Needs support | 7: Developing | 8 – 16: Well-adapted

A score of 8 indicates the student is generally well-adapted to academic activities, with adequate understanding of subjects and ability to complete coursework and participate in class.

example score

8/16

Adaptation to the Academic Group (AttAG)

Measures how comfortable and supported a student feels in their study group and how easily they interact with classmates and follow group norms.

Low

Moderate

High

0 – 8: Low | 9: Moderate | 10 – 16: High

A score of 8 indicates lower adaptation to the study group, suggesting the student may feel less comfortable engaging with classmates and may experience limited group support.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

New first-year students

46%OF USERS

Freshmen who want to check how well they’re fitting in socially and coping with the new study demands.

Advisors and psychologists

33%OF USERS

Student support staff who screen groups early to spot who may need guidance or a referral during the transition.

Course instructors and tutors

21%OF USERS

Teachers who use quick insights to adjust classroom approach, group work, and workload expectations for a new cohort.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

What You’ll See After You Finish the Test

Scale Results
— Explained Clearly

Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.

AI-Powered
Interpretation

A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.

Statistical
Comparison

See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.

Practical
Recommendations

Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.

AI-Detected
Insights

Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.

Discuss with
an AI Psychologist

Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.

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Used in 52+ countries

Benchmarking

See How You Compare

Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.

Adaptation to Academic Activities (AtAA)

Average

6.4

Normal range

4 — 8.8

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Adaptation to the study group (Attsg)

Average

9.6

Normal range

7.1 — 12.2

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this questionnaire measure?

It screens how well a student is adjusting to the academic environment. It focuses on comfort with peers and attitudes toward studying and workload.

Who is this questionnaire intended for?

It is intended for first-year university students. It may also be used with other students entering a new program or cohort.

How long does it take to complete, and how many items are included?

Completion typically takes about three minutes. The questionnaire includes 16 items.

How should items be answered?

Answer each item based on typical experience during the recent period. Select the response that best reflects usual behavior rather than an exceptional day.

How should results be used?

Results indicate areas that may require additional support, such as peer communication or study demands. They do not provide a diagnosis and should be interpreted with other available information.

WHAT THE TEST MEASURES

About This Assessment

Student Adaptation to University Scale Test

adaptation

This brief self-report measure is designed to screen how well students are adjusting to the academic and social demands of university life. The Student Adaptation to University Scale provides a structured way to identify potential concerns related to fit with the learning environment and day-to-day functioning. It was developed by Robert W. Baker and Bohdan S. Siryk.

The instrument consists of 16 items and typically takes about 3 minutes to complete. Scores from the Student Adaptation to University Scale may support early identification of students who could benefit from additional monitoring, advising, or referral, and should be interpreted in conjunction with clinical judgment and other relevant information.

Author: Bohdan S. Siryk, Robert W. Baker

Literature: Baker, R. W., & Siryk, B. Measuring adjustment to college. Journal of Counseling Psychology. 1984.

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