Self-Concept as a Predictor of College Freshman Academic Adjustment

By Boulter, Lyn T. | College Student Journal, June 2002 | Go to article overview

Self-Concept as a Predictor of College Freshman Academic Adjustment


Boulter, Lyn T., College Student Journal


Whether self-concept predicts college freshman academic adjustment was investigated measuring self-perception of 12 self-concept domains and 5 social support domains. Self-perception of intellectual ability and Instructors' support were positive predictors. Self-perception of creativity and the importance to men of close friendships were negative predictors. Implications for at-risk students were discussed.

**********

Successful adjustment to college during the first year is an area of increasing concern for most institutions of higher education (McGrath & Braunstein, 1997, Tinto, 1993). Studies show that more students leave their college or university without completing a degree program than will stay to graduate. According to the American College Testing Program (ACT) data files, institutional attrition across the nation has remained relatively stable since 1983. This and other reports indicate that, of the nearly 2.8 million students who enter higher education for the first time, over 1.6 million leave their first institution prior to graduation. Of these "leavers", approximately 1.2 million will leave higher education without ever earning their degree. In general, only 44% of 4-year higher education institution students complete their degree program (Tinto, 1993; Youn, 1992). Since 75% of students who drop out of college do so within the first two years and the greatest proportion of these drop out after the first year (Tinto, 1993), it is critically important to understand the complex forces that influence successful academic adjustment during the first year.

Most research investigations on retention attempt to identify the individual factors that predict academic adjustment. Baker and Siryk (1984) define academic adjustment as having a positive attitude toward setting academic goals, completing academic requirements, the effectiveness of their efforts to meet these requirements, and their academic environment. Theories of retention and academic success (Ratcliff, 1991; Tinto, 1993) propose two types of factors relating to whether or not a student remains in college: (1) individual factors or dispositions students have upon entering the institution, and (2) interactional factors that relate to experiences the students have after entering the institution.

One important individual disposition is the student's intentions for going to college, including the extent to which the student has set educational and occupational goals and made some career decisions. A number of studies support the influence of these individual characteristics on academic persistence. Student attitudes about going to college, values, sense of purpose and sense of independence have a direct influence on academic achievement (Ratcliff, 1991). A review of studies by Tinto (1993) indicates that the higher the level of educational or occupational goals, the greater the probability the student will complete college. A student may be initially undecided about career and/or major and still pursue a college education (Lewallen, 1993).

Another important disposition is the student's commitment to meet individual goals and the willingness to comply with the academic and social demands of the institution. Recent surveys report a number of recent trends that suggest freshmen are experiencing increasingly more stress. Between 1987 and 1997, the percent of freshmen who reported being overwhelmed by "everything I have to do" increased steadily from 16.4% to 29.4%, and the percent who sought personal counseling after entering college increased from 34.7% to 41.11% (Austin, Parrott, Korn, & Sax, 1997). Studies have shown that students overcame these feelings of pressure and persisted in their education if they made a commitment to their educational goals and committed to the belief that attending their institution was the right decision (Sanders & Burton, 1996; Ratcliff, 1991). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Self-Concept as a Predictor of College Freshman Academic Adjustment
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.