Students' impression management styles and school adjustment: the mediating role of self-esteem and the moderating role of age

Abstract

School adjustment plays a critical role in students' development by fostering self-confidence, social competence, effective study habits, and smoother integration into the academic community. Positive adjustment not only promotes physical and mental wellbeing but also enhances learning efficiency and lays a strong foundation for future academic and career success. However, not all college students adapt smoothly to campus life. Variations in interpersonal communication styles, developmental backgrounds, and self-esteem levels can lead to differences in school adjustment. This study examined the relationship between impression management (IM) styles and school adjustment among college students. Data were collected from 682 students across four universities in China. The results showed that authentic acting IM style was positively associated with school adjustment, while role acting IM style was negatively associated. Moreover, self-esteem mediated the relationship between IM styles and school adjustment. Age was also found to moderate the link between authentic acting IM and self-esteem.