This scoping review explores the emerging evidence on psychosocial factors that influence the adjustment and academic performance of undergraduate students. For the identification of pertinent studies, we searched the following electronic databases: EbschoHost, ERIC, ScienceDirect and Sabinet. Our inclusion criteria were studies published between 2008 and 2019, which surveyed undergraduate students’ well-being and academic performance, with no restriction of region. We identified 18 studies that met the selection criteria. Thematic analysis of the findings revealed undergraduates’ college adjustment to be influenced by their overall university preparedness, their school-to-college transition support, their social interaction, their help-seeking capabilities, and their motivation levels. College student counselling and development services should seek to proactively address psychosocial factors that may detract from students’ success.

这项范围界定的评论探讨了影响社会适应和大学学生学习表现的社会心理因素的新证据。为了确定相关研究，我们搜索了以下电子数据库：EbschoHost，ERIC，ScienceDirect和Sabinet。我们的入选标准是2008年至2019年之间发表的研究，该研究对大学生的幸福感和学习成绩进行了调查，没有地区限制。我们确定了18项符合选择标准的研究。对调查结果的主题分析表明，大学生的大学调整会受到他们整体大学准备，他们从学校到大学的过渡支持，他们的社交互动，他们的求助能力以及动机水平的影响。