Determinants of school adjustment on the well-being of adolescents: A systematic review

School adjustment is a critical factor influencing students’ psychological well-being, which in turn facilitates academic achievement. However, research examining the role of school adjustment in improving student well-being is limited. This study aims to identify the determinants of adolescents’ self-adjustment ability in developing well-being. This study uses a systematic review approach that objectively examines the problem. We analyzed relevant literature following PRISMA guidelines from several electronic databases: ResearchGate, Semantic Scholar, Google Scholar, ScienceDirect, Scopus, and Springer. The search yielded 10 relevant studies. The results of the analysis show that the determinants of student self-adjustment in developing student well-being are as follows: internal factors (i.e. self-control, self-enhancement, resilience, positive affect, grit, emotional intelligence, personality traits, sel-esteem, social competence) and external factors (i.e. peer support, teacher-student relationship, teacher support, family involvement, interpersonal relationship, positive school environment). This study provides insights for developing intervention models aimed at enhancing students’ school adjustment and well-being.