First-year students face a number of problems in adjusting to college and university life. This study investigated the academic achievement of students who had successfully completed freshman orientation through a first-year experience program. The term "first-year experience" will be used interchangeably with "first-year…

As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The…

Teachers in the US are now considered integral to promoting students' mental health; here we report on two major challenges for educators in high achieving schools (HAS). The first involves high adjustment disturbances among students. We present data on nine HAS cohorts showing elevated rates of clinically significant symptoms relative to norms;…

Making postsecondary education more accessible has highlighted the issue of what it means to be prepared for college. A significant number of students enter college with preparedness issues--academic and otherwise--that challenge potential success. For African American students, educational, social, and economic factors combine to create barriers…

The current investigation examines profiles of postsecondary adjustment among college students with disabilities. Students' self-perceptions of practical gains, personal gains, educational gains, their overall satisfaction with postsecondary school, and their college GPA were subjected to a latent profile analysis. Results indicated that students…

This study explored college distance from home, a possible contributing factor of transfer behavior. Because the distance between a student's home and college has been found to be related negatively to social integration and positively to homesickness (i.e., Brooks & DuBois, 1995; Fisher, Murray, & Frazer, 1985; Tognoli, 2003), a positive…

The freshman year represents a stressful transition for college students. Despite a multitude of social, academic, and emotional stressors, most college students successfully cope with a complex new life role and achieve academic success. Other students are less able to successfully manage this transition and decide to leave higher education…

THE PURPOSE OF THIS INVESTIGATION WAS TO ISOLATE PERSONALITY TRAITS THAT ARE RELATED TO ACADEMIC ACHIEVEMENT INDEPENDENT OF CORRELATIONS WITH INTELLECTUAL CAPACITY AS MEASURED BY THE SCHOLASTIC APTITUDE TEST, ACADEMIC RANK AS A HIGH SCHOOL SENIOR, AND TEACHER RECOMMENDATIONS. THIS RESEARCH CENTERED ON THE CAPACITY OF THE INDIVIDUAL COLLEGE…

A study was conducted to examine the relationship between the Scholastic Aptitude Test (SAT) scores of freshmen entering Brenau College in Georgia and the likelihood of graduation from the institution. The basic research question was: Do proportionately more students entering Brenau with combined SAT scores at or above 800 persist to graduation at…

Although studies on test anxiety are abundant in the research literature, there are few investigations of the relationship of stress to academic achievement. To test the hypothesis that maladaptive methods of coping with stress are related to academic achievement in greater magnitude than the relationship of Scholastic Aptitude Test (SAT) scores,…