Student attrition in higher education is a pervasive problem. In this analysis, we used a longitudinal sample of nearly 10,000 university students to examine the relative importance of social, behavioral, and interpersonal factors on student retention over time. Our findings show that increased depressive symptoms, antisocial behaviors, exposure…

The Motivation and Engagement Scale-University/College (MES-UC) was used to identify student typologies on the basis of adaptive and maladaptive academic cognitions and behaviours. The sample comprised first-year (n = 390), second-year (n = 300), and third-year (n = 251) undergraduate students with 4 student typologies identified: high…

This study examines university students' behaviors, attitudes, and beliefs related to academic dishonesty using data collected in 1984, 1994, and 2004. It also evaluates the potential influence of the student honor code on cheating by examining differences in perceptions of the honor code among cheaters and noncheaters. As was true in 1984 and…

An academic anxiety coping scale was developed and tested to ascertain if students tend to employ functional or dysfunctional coping behavior in response to stressful evaluative situations. (Author/TE)

Used retrospective reports of family-of-origin cohesion, degree of difficulty in separating from family, and other factors to predict depressive symptoms, social anxiety, and perceived social support during the transition to college. Results demonstrate that family-of-origin experiences affect all three aspects of young adults' college adjustment.…