EMOTIONAL, SOCIAL, AND ACADEMIC ADJUSTMENT OF COLLEGE-STUDENTS - A LONGITUDINAL-STUDY OF RETENTION
EMOTIONAL, SOCIAL, AND ACADEMIC ADJUSTMENT OF COLLEGE-STUDENTS - A LONGITUDINAL-STUDY OF RETENTION
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DOI：
10.1002/j.1556-6676.1994.tb00935.x
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发表时间：
1994-01-01
影响因子：
2.3
通讯作者：
MALLINCKRODT, B
中科院分区：
文献类型：
--
作者：
GERDES, H;MALLINCKRODT, B
在最初入学之前，本科生完成了评估他们对大学适应的期望的调查，后来完成了第二次评估实际适应的调查。六年后，对学业成绩单的检查显示了哪些学生辍学，以及他们的学业成绩是好是差。结果表明，两套不同的项目最好的区分站在好的学生，坚持者（n=113）和离开者（n=29），和站在差的学生，坚持者（n=36）和离开者（n=30）。一般来说，情绪和社会适应项目预测磨损以及或更好地比学术适应项目。
Prior to initial enrollment, undergraduates completed surveys assessing expectations about their college adjustment, and later completed a second survey assessing actual adjustment. Six years later inspection of academic transcripts revealed which students had dropped out and whether they had been in good academic standing or poor academic standing. Results indicated that two different sets of items best discriminated among good-standing students, the persisters (n=113) and the leavers (n=29), and among poor-standing students, persisters (n=36) and leavers (n=30). Generally, emotional and social adjustment items predicted attrition as well or better than academic adjustment items.