1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. PREDICTING STUDENT ADAPTATION TO COLLEGE BY LEARNING AND STUDY STRATEGIES Katharine S. Adams, Ph.D. Department of Psychology and Counseling Valdosta State University

2. Student Adaptation to College  A multi-dimensional construct describing the degree to which students are able to use a variety of coping responses to adapt to intense academic work, novel social experiences, stressful psychological and physical feelings, and the demands of the general transition experience (Baker & Siryk, 1999).

3. Learning and Study Strategies  Covert and overt thoughts, behaviors, attitudes, motivations and beliefs that relate to successful learning in post-secondary education and training settings and can be altered through educational intervention.

4. Participants (n = 146) OverallMeanSD Age18.97.81 GPA2.7.95 GroupsMeanSD Low GPA1.6.52 Average GPA2.8.31 High GPA3.7.23

5. Survey Measures  Demographic Questionnaire  Learning and Study Skills Inventory (LASSI)  Winstein & Palmer, 2002  Student Adaptation to College Questionnaire (SACQ)  Baker & Siryk, 1999

6. Learning and Study Skills Inventory (LASSI) Skill Information Processing Selecting Main Ideas Test Strategies Will AnxietyAttitudeMotivation Self- Regulation ConcentrationSelf-TestingStudy Aids Time Management

7. Student Adaptation to College Questionnaire Academic Adjustment Social Adjustment Personal-Emotional Adjustment Institutional Attachment Student Adaptation Full Scale Score

8. Mean Differences in Adjustment Between Groups Student Adaptation Full Scale *Academic *Social Personal- Emotional * Institutional Attachment Low GPA38.341.244.734.742.3 Average GPA41.547.848.132.746.8 High GPA54.862.453.746.853.3 * Mean difference significant, p <.05.

9. Predicting Adaptation to College by Learning & Study Strategies Regression Model Predicting Student Adaptation to College by the 10 LASSI Subscales Overall Sample Low GPAAverage GPAHigh GPA Predictor Variables BSE(B)βB βB βB β Anxiety.38.08.41**.40.19.47*.33.15.36*.41.15.43* Attitude.36.08.34**.39.25.29.48.15.52**.22.16.20 Concentration.03.10.03.09.22.09-.03.20-.03-.14.20-.12 Information Processing-.11.08-.10-.18.20-.186-.11.15-.12.07.16.05 Motivation.15.09.16.06.20.07.04.17.04.14.18.12 Self-Testing.15.09.14.28.23.28.17.20.04.16.03 Selecting Main Ideas.13.11.13.17.25.18.04.15.05.32.24.28 Study Aids-.08.08-.08.18-.10-.14.16-.15.03.13.03 Test Strategies.04.10.04-.05.22-.05.122.19.14.32.19.31 Time Management-.154.11-.16-.37.25-.40-.06.19-.07-.24.24-.23 *p <.05, ** p <.01

10. Anxiety and Adjustments Correlations for Anxiety and College Adjustments AcademicSocialEmotionalAttachment Low GPA Anxiety.29.35*.38*.10 Average GPA Anxiety.20.02.52** -.05 High GPA Anxiety.42**.56**.63**.49** *p <.05, ** p <.01

11. Conclusions  Anxiety, not academic skills or self-regulation strategies, was the common predictor of college adaptation for all students.  “When I am studying, worrying about doing poorly in a course interferes with my concentration.”  “I feel very panicky when I take an important test.”  Psychological theories can enhance understanding of student retention.  Worry (cognitions) influences emotion and behavior.  Techniques may be taught for coping with anxiety and reducing worry in hopes of facilitating student adaptation to college.  Educators must remain cognizant of broader issues related to college adjustment.

12. References  Baker, S. R. (2003). A prospective longitudinal investigation of social problem-solving apprisals on adjustment to university, stress, health, and academic motivation and performance. Personality and Individual Differences, 35, 569-591.  Baker, R. W. & Siryk, B. (1999). SACQ: Student Adaptation to College Questionnaire manual. Los Angeles: Western Psychological Services.  Brooks, J. H. & Duboise, D. L.. (1995). Individual and environmental predictors of adjustment during the first year of college. Journal of College Student Development, 36(4), 347-360.  Crede, M. & Nichorster, S. (2012). Adjustment to college as measured by the Student Adaptation to College Questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24, 133–165.  Gerdes, H. & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling and Development, 72(3), 281-288.  Proctor, B. E., Prevatt, F., Adams, K. S., Hurst, A., & Petscher, Y. (2006). Study skills profiles of normal-achieving and academically struggling college students. Journal of College Student Development, 47, 37-51.  Reaser, A., Prevatt, F., Petscher, Y., & Proctor, B. (2007). The learning and study strategies of college students with ADHD. Psychology in the Schools, 44(6), 627-638.  Winstein, C. E. & Palmer, D. R. (2002). Learning and Study Strategies Inventory (LASSI): User’s Manual (2 nd Ed.). Clearwater, FL: H & H.