Abstract: Learning adjustment is a regulative process of mind and behavior, by which individual regulates him/herself according to learning requirements to achieve the balance between the individual and learning environment. So far little research has been conducted on learning adjustment of undergraduates in China. Along with the expanding admission of colleges, the problems of undergraduates on learning adjustment are increasingly salient. Therefore, we developed a test of learning adjustment including learning motivation, learning ability, learning attitude and learning environment in undergraduates on the basis of our previous studies. Method
One hundred and eighty seven undergraduate students from four grades (102 males and 85 females) answered an unstructured questionnaire. And 36 undergraduates were interviewed with structured questions. Then a structured questionnaire was established on the basis of results of these previous investigations. We also tested the reliabilities and validity of this questionnaire through exploratory and confirmatory factor analyses.
Results
We found that learning adjustment measure contained five factors from exploratory factor analysis. The five factors were learning motivation, mode of teaching, learning ability, learning attitude, and learning environment. The final questionnaire included 29 items,. The result of confirmatory factor analysis indicated that the validity of formal questionnaire was acceptable with the factor loading of each item above 0.44. And the Cronbach αcoefficients of five factors were 0.80、0.71、0.75、0.74、0.73, respectively.
Conclusions
The five main factors of learning adjustment among undergraduate students were learning motivation, mode of teaching, learning ability, learning attitude, and learning environment. The test could be suitable for measuring learning adjustment of undergraduate students reliably and validly

Key words: undergraduate, study adaptation, explore factor analysis, confirmatory factor analysis