Abstract

• The purpose of this study was to investigate the sense of classroom community and adjustment of university students. The research also aimed to explore the sense of classroom community and adjustment of university students by gender and university. The quantitative research design and survey method were used in this study. A total of 967 university students (481 males and 486 females) were selected from four universities in Monywa District. The Classroom Community Scale (CCS) developed by Rovai (2002) consisting of 20 items and two dimensions (Cronbach’s alpha=.802) was used to measure the sense of classroom community of university students, and the University Adjustment Scale (UAS) developed by Ali (2003) consisting of 36 items and four dimensions (Cronbach’s alpha=.746) was used to measure the adjustment of university students. The data were analysed using descriptive statistics, independent samples t test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. According to the results, there were significant differences in the sense of classroom community and adjustment of university students by gender and university. According to the Pearson product-moment correlation result, there was a moderate positive relationship (r=.608) between the sense of classroom community and adjustment of university students. The results of multiple regression analysis revealed that the sense of classroom community could predict 36.8% of the variance in the adjustment of university students. Therefore, university students who have a strong sense of classroom community may experience better university adjustment.