ABSTRACT
This study investigates the impact of parental expectations and self-concept on first-year university students’ adjustment in Indonesia and the Philippines, with achievement goal orientation as a mediating factor. Using path analysis on data from 353 students, the findings reveal that self-concept and achievement goal orientation significantly and directly influence adjustment, while parental expectations exert an indirect effect through achievement goal orientation. The study highlights that a strong self-concept and goal-oriented behaviours are pivotal for effective adaptation to university life. Although parental expectations do not directly impact adjustment, they positively influence achievement goal orientation, subsequently enhancing adjustment. The results underscore the importance of fostering self-concept and achievement-oriented mindsets to support students’ academic and social transitions. Practical recommendations include integrating resilience and self-concept development into orientation programmes, providing parental education on realistic and supportive expectations, and strengthening university support systems. These insights align with Sustainable Development Goal 4 by promoting equitable education and supporting students’ academic success in diverse cultural contexts.
