Learning Processes and Study Strategies Influential to College Adjustment
Katharine S. Adams
Jennifer E. Breneiser
DOI: https://doi.org/10.24926/jcotr.v25i2.2119
Abstract
This study investigated relationships between entry-level learning processes and study strategies and student adaptation to college. A regression model consisting of the Learning and Study Skills Inventory (LASSI; Weinstein & Palmer, 2002) subscales and GPA significantly predicted student adaptation to college as measured by the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999). The attitude and anxiety subscales emerged as significant predictors in this model. Correlational results indicated that attitude and anxiety were significantly correlated with four specific aspects of college adaptation (i.e., academic, personal-emotional, or social adjustment; and institutional attachment). Attitude was most strongly correlated with academic adjustment. Anxiety was most strongly correlated with personal-emotional adjustment. Consideration of these findings provides practical insights into the college adjustment process. Implications are discussed and suggestions for orientation and retention programs are offered.