Characteristics of Psychosocial Adaptability in Students

This study examines students’ psychosocial adaptability, conceptualised as a set of self-regulatory resources and social competencies that support university integration and quality of life. Using a sample of N = 420 students from Romania (n = 257) and the Republic of Moldova (n = 163), the MLO-AM, AMS, and a global adaptability/flexibility test (Adap) were administered, alongside demographic items, items on a prior diagnosis of anxiety, and the use of essential oils to reduce anxiety. Analyses (independent-samples t tests; one-way ANOVA with Tukey post hoc tests; p < 0,05) identified differentiated profiles: students from Romania obtained higher mean scores on most specific dimensions (adaptive potential, stability, communication, and socio-educational needs), whereas global flexibility was slightly higher among students from the Republic of Moldova. Age, study cycle/year, and marital status showed robust effects, indicating higher levels of stability, communication, and integration among mature students and/or those at more advanced academic levels. A prior diagnosis of anxiety was associated with lower adaptability, and the use of aromas was linked to moderate advantages in socio-communicative functioning and professional orientation. The conclusions support the need for targeted psychoeducational interventions for groups with adaptive vulnerability.