Effects of Team Identification on Social and Emotional Adjustment in Higher Education

Abstract

Students who highly identify with a team are likely to share a personal self-concept with larger groups in higher education. The improved self-worth is positively associated with the adjustment to college life, and is considered one of the significant predictors to achieve students’ educational goals. However, little research has been conducted to scrutinize the effects of team identification on school adjustment. The purpose of this study, therefore, was to examine direct and indirect relationships among team identification, personal self-esteem, and school adjustment. A total of 254 undergraduate students at a FBS institution in the southeastern region of the United States participated in the study. The results revealed that the higher team identification students possess, the higher personal worth they feel. In addition, team identification and personal self-esteem led to social adjustment while personal self-esteem and social adjustment had a positive impact on emotional adjustment. By understanding team identification as an important academic facilitator, administrators in both the academic and athletic fields can develop the most appropriate environment for students to enhance their adjustment to college life.