Relationship between students' motivation and different aspects of adjustment to university With the aim of evaluating general principles of self-determination theory, the relationship between motivational orientations and different aspects of adjustment to university (belief in self and one's ability, perceived social support and perceived stress) was examined. The study included 144 male and 290 female students studying in Zagreb, with the mean age of 22.18 years (SD=2.159). The data were collected through an online questionnaire including: Academic motivation scale (Vallerand et al., 1993a), Inventory of New College Student Adjustment (Watson and Lenz, 2017), Perceived stress scale (Cohen et al., 1983), sociodemographics and other study-related questions. Results suggest that more self-determined motivational orientations are positively associated with belief in self and one's ability, while amotivation (and also external regulation for female students only) is negatively related to belief in self and one's ability. More self-determined motivational orientations (and also external regulation and introjection for male students only) are positively related to perceived social support, while amotivation is negatively related to perceived social suport. Furthermore, for women, intrinsic motivational orientations are positively related to perceived stress, while amotivation and external regulation are negatively related to perceived stress. For men, both external regulation and introjection are positively related to perceived stress. Women reporting higher levels of perceived stress, compared to those reporting lower levels, showed less self-determined motivational profile and lower levels of adjustment aspects. Men reporting higher levels of perceived stress, compared to those reporting lower levels, tend to have higher levels of amotivation, introjection and lower levels of belief in self and one's ability. Results of this research, besides pointing out the potential gender differences in adjustment mechanisms, can also serve as the basis for developing programs to enhance students' adjustment to university.