EXPLORING PERSONALITY TRAITS AND DIGITAL ADAPTATION: UNDERSTANDING TECHNOLOGY-MEDIATED UNIVERSITY ADJUSTMENT AMONG PAKISTANI STUDENTS

Abstract

The transition to university marks a crucial developmental stage for emerging adults, where personality traits and digital engagement significantly influence adaptation. In Pakistan’s evolving higher education landscape, technology-mediated learning environments are becoming central, yet their interaction with personality-driven adjustment remains underexplored. This study investigates how the Big Five personality traits predict university adjustment in technology-enhanced contexts. Using a cross-sectional design, data were collected from 77 students across Pakistani universities, including Hamdard University, GCUF, and Kinnaird College. Participants (aged 17–29) completed the University Adjustment Scale and the Big Five Personality Test. Correlational and regression analyses revealed that openness and extraversion positively predicted social adjustment, particularly through online interactions and virtual community participation (r = 0.35, p < 0.05). Conscientiousness was strongly associated with academic satisfaction and engagement in digital learning environments (r = 0.42, p < 0.01), while neuroticism correlated with homesickness and difficulty adapting to online systems (r = 0.28, p < 0.05). Living arrangements moderated these effects, with hostel residents showing greater reliance on digital tools for social connection. Findings highlight that personality traits play a pivotal role in technology-mediated adjustment, suggesting the need for personality-informed digital interventions to enhance student well-being and academic success in higher education.