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Drawing on disparate research into factors influencing educational adjustment, this study examined the relative influence of English language proficiency, English language self-efficacy, foreign language classroom anxiety, psychological coping strategies, aspects of mental health, and educational motivation on the educational adjustment of Thai students enrolled in first-year Thai university English language courses. A total of 477 Thai-speaking students taking first-year introductory English courses in two faculties at a Thai university participated in this study, which involved completion of a questionnaire translated into Thai using a combination of back translation, committee deliberation, and field testing techniques. Hierarchical regression analysis showed that depression was the strongest predictor of educational adjustment, followed by motivation to develop occupational talents. Foreign language classroom anxiety, active psychological coping, and English language self-efficacy were also found to be strong predictors. English language proficiency as measured by TOEIC (Test of English for International Communication) was not found to be a reliable predictor of educational adjustment, arguably because of the overall bilingual nature of these students’ first-year experience. Availability and use of additional psycho-educational and psychological counseling assistance may benefit NESB (non-English-speaking backgrounds) students who are required to study English by reducing foreign classroom language anxiety, increasing English language self-efficacy, increasing motivation to improve one’s occupational talents, and reducing symptoms of depression.

psychology research

Psychological and Linguistic Determinants of Educational Adjustment Among Thai Students Enrolled in First-Year Thai University English Language Courses