Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of Its Structure and Relationships with Correlates and Consequences

Autor/inn/en	Crede, Marcus; Niehorster, Sarah
Titel	Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of Its Structure and Relationships with Correlates and Consequences
Quelle	In: Educational Psychology Review, 24 (2012) 1, S.133-165 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-011-9184-5
Schlagwörter	College Students; Measures (Individuals); Student Adjustment; Meta Analysis; Correlation; Grades (Scholastic); Academic Persistence; Predictor Variables; Personality Traits; Social Support Groups; Parent Child Relationship; Coping; Academic Achievement; Personal Autonomy; Student Adaptation to College Questionnaire + Suchen Sie Ihr Suchwort? Collegestudent; Messdaten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Meta-analysis; Metaanalyse; Korrelation; Notenspiegel; Prädiktor; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Social support; Soziale Unterstützung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bewältigung; Schulleistung; Individuelle Autonomie
Abstract	This paper presents a meta-analytic review (k = 237, N = 44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire, is organized around three primary themes: (1) the structure of students' adjustment to college, (2) the relationship of adjustment to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional, predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to be moderately related to individual traits, social support, and students' relationships with their parents. Weaker relationships are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students' psychological independence from their parents. Theoretical and practical implications for the study of students' adjustment to college, academic performance, and retention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10