| Sumario: | Individuals experience various adaptation problems during their university years when they start a new education life. Researchers are working to reduce the effects of these adaptation problems. In this study, it was aimed to determine whether academic motivation and academic-self variables predict the ability to adjustment to university. The sample of this study, which was conducted in a correlational design, consisted of 318 university students, 253 females (80.8%) and 60 males (19.2%) (Xage=21.09, SD=12). The findings reveal that academic motivation and academic self-variables are predictive of the ability to adapt to university, with a explained variance rate of 59%. In the analyzes made in line with the sub-objectives of the study, it was determined that the academic adjustment level of female university students was higher than that of males, and gender did not cause any differentiation in terms of adjustment in friendships. In addition, it was determined that the level of education and class did not make any difference in adaptation to the university. The findings mean that students with high academic motivation and academic self-levels adapt to university more, while students with low academic motivation and academic self-levels have difficulty in adapting to university. In this context, it may be beneficial for school counselors to focus on gaining a positive academic self and increasing motivation for students while preparing a school adjustment program.
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