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Predicting college adjustment and retention: the role of protective factors

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dc.contributor.authorOlivas, Nicole, author
dc.contributor.authorBorrayo, Evelinn, advisor
dc.contributor.authorGingerich, Karla, committee member
dc.contributor.authorRichards, Tracy, committee member
dc.contributor.authorZimmerman, Toni, committee member
dc.date.accessioned2020-08-31T10:11:46Z
dc.date.available2020-08-31T10:11:46Z
dc.date.issued2020
dc.description.abstractThe goal of the present study was to investigate which protective factors contribute to college success, as defined by social, emotional, and academic adjustment. Further, the study aimed to assess whether college adjustment in the first semester predicts academic success, retention, and college satisfaction after two years. In particular, the study assessed how males and females compare regarding the association of protective factors and college adjustment outcomes. One-hundred-sixteen participants completed the study, which included completing a set of surveys at three time points. This study found that individual, familial, and community protective factors predicted successful college adjustment at the beginning and end of the first semester of the first year in college. These findings suggest that qualities within the individual, family, and community support initial college adjustment and adjustment over time. The study found that adjustment at the end of first semester did not predict retention, GPA, or satisfaction with the college experience at the end of second year. It is possible that adjustment during the first semester has less of an impact on long-term success than originally thought. Finally, males and females appeared to have similar adjustment outcomes during the first two years of college. Although males reported greater personal talent, self-esteem, and coping self-efficacy than females, there were no gender differences in adjustment outcomes, which supports the gender similarities hypothesis. Future research should assess whether differences in college adjustment outcomes exist between first-generation and non-first-generation students.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierOlivas_colostate_0053A_15133.pdf
dc.identifier.urihttps://hdl.handle.net/10217/211759
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectgender differences
dc.subjectretention
dc.subjectprotective factors
dc.subjectcollege adjustment
dc.titlePredicting college adjustment and retention: the role of protective factors
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplinePsychology
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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