Universities today are facing challenges regarding students’ persistence and success especially among first year students who converge from diverse socioeconomic and cultural backgrounds and anticipate a smooth academic and social adjustment to the university setting. However, contextual and individual factors play important role in the academic and social adjustment of first year students. In order to provide an empirical explanation to this phenomenon, the current study examines the moderating effect of social adjustments on the relationship between academic adjustment and the transition experiences of first year students in a multi-campus university in South Africa. Data was gathered by way of a survey from a sample of 1538 students while the analysis was performed using bivariate correlation and hierarchical regression analysis. Results showed that while all the five academic adjustment factors evaluated demonstrated positive and significant relationship with the transition experiences of students, intellectual engagement and online engagement served as the strongest predictors of the transition experiences of first year students. The study further revealed that social adjustment significantly moderate the relationship between three academic adjustment factors (student-lecturer engagement, peer engagement and online learning) and the transition experiences of first year students. Therefore, through students’ interaction with their peers and staff as well as their involvement in social and cultural activities, they enhance their academic adjustment and transition experiences. We highlight the implications of our findings in relation to theory and practice and propose ways that universities could develop structures and policies to enhance the transition experiences of first year students.

当今的大学面临着学生坚持和成功的挑战，尤其是一年级学生，他们来自不同的社会经济和文化背景，并期望能够顺利适应大学环境的学术和社会适应。然而，背景和个人因素在一年级学生的学业和社会适应中发挥着重要作用。为了对这一现象提供实证解释，本研究探讨了社会适应对南非一所多校区大学一年级学生学业适应和过渡经历之间关系的调节作用。数据是通过对 1538 名学生样本进行调查收集的，同时使用双变量相关和层次回归分析进行分析。结果表明，虽然评估的所有五个学术调整因素都与学生的过渡经历存在积极且显着的关系，但智力参与和在线参与是一年级学生过渡经历的最强预测因素。该研究进一步表明，社会适应显着调节了三个学术适应因素（学生与讲师的参与、同伴参与和在线学习）与一年级学生的过渡经历之间的关系。因此，通过学生与同龄人和教职员工的互动以及参与社会和文化活动，他们可以增强他们的学业调整和过渡经历。我们强调了我们的研究结果对理论和实践的影响，并提出了大学可以制定结构和政策以增强一年级学生过渡经历的方法。