Surveyed Black East African, Black West African and Arabic North African students (N=33) enrolled in an American university to identify their problems and personal attributes and environmental conditions influencing their experience. Discusses social, transportation, food, loneliness, and other problems. (MCF)

Examined the relationship among personal adjustment, interpersonal communication, and peer relationships in 138 college students. Results showed the level of communication between roommates was significantly correlated to personal adjustment and experience of peer relationships. Discusses implications for developmental programs. (JAC)

A qualified conclusion of the study is that undecided students are less satisfied with the college environment in terms of the measures used in this study than were decided students. (Author)

Investigated the adaptation of 143 international students in relation to individual and family variables. Results suggested successful adaptation was related to spending leisure time with Americans, adequate knowledge of English, better educated families, and religious participation. Use of student services was infrequent. (JAC)

Outlines six sources of stress for college freshmen, including poor preparation, social distractions, family crisis, financial stress, confused career direction, and situational experiences such as health problems. Suggested sources of help are discussed. (JAC)

Provides a rationale for the development of courses for freshmen that are designed to help them achieve the most benefit from their college experience. Discusses course goals, format, credit, grading, content, enrollment, and evaluation. (JAC)

In this study, the relationship between the academic and emotional adjustment of freshman women and the health-engenderingness (the degree of conscious concern for others) of their resident assistants was investigated. (Author)

The findings indicate that a measure of student satisfaction is useful in assessing student attitudes and, when localized to specific colleges, can provide clues to administrators as to how students feel and what kinds of changes might be further investigated to improve campus conditions and student perceptions and experiences. (Author)

Developed and tested an instrument measuring college students' (N=1,146) self-assessment of stress within academic, social, personal, and family-home environments. Results indicated that students' self-perceptions are capable of remaining reliable over short periods of time and seem to correspond significantly with the construct of referral for…

The study concludes that faculty and curriculum profiles are moderately consistent, are closely tied to psychological theory, are measured independently of student characteristics, are related in meaningful ways to other measures of the college environment, and appear to reveal differences in relative emphasis on various subject matter areas.…

Investigated the relationship between the psychological maturity of freshmen (N=82) entering college and their success in adapting to the challenges of the first semester of college. Results provided some support for Heath model of maturing, particularly for females; females' level of psychological maturity was related to success in adapting to…

Describes the Entering Year Program at the University of Iowa, which provides a deliberate and systematic integration of educational support services within the residence hall environment. Goals and specific activities are described. (JAC)

Describes a workshop for nine South American students at the Hebrew University of Jerusalem. The two-day session focussed on exploring coping behaviors that could help students adjust to transitions. (JAC)

Administered a self-report scale of social propensity for identification of persons prone to adjustment difficulties in college to three successive freshmen classes before matriculation. Results showed significant relationships with a number of indices of social adjustment in college. Includes all items used on the Social Propensity Scale.…