An Analysis of the Effects of Self-Esteem, Social Support, and Participation in Student Support Services on Students' Adjustment and Commitment to College

• Published in: Journal of college student retention : Research, theory & practice theory & practice, 2003-11, Vol.5 (3), p.255-274
• Main Authors: Grant-Vallone, Elisa, Reid, Kelly, Umali, Christine, Pohlert, Edward
• Format: Article
• Language: English
• ISSN: 1521-0251; 1541-4167
• DOI: 10.2190/C0T7-YX50-F71V-00CW

Universities are becoming increasingly concerned with ways to increase retention rates, student success in college, and comfort level on campus for demographically underrepresented and first-generation college students. Although there are many approaches for helping students' transition to a university, one important intervention strategy is to increase supportive relationships on campus through counseling and support services. Specifically, by providing academic and social support services, through programs like Educational Opportunity Program (EOP), Academic Support Program for Intellectual Rewards and Enhancement (A.S.P.I.R.E.), and Faculty Mentoring Program (FMP), students are able to develop significant relationships with others and in turn feel more integrated into campus life. Survey data were collected from 118 college students to examine the relationship between self-esteem, family support, peer support, and program utilization and academic and social adjustment and college commitment. Results indicated that students who reported higher levels of self-esteem and more peer support had better academic and social adjustment. In addition, students who more frequently utilized student support services and counseling reported higher social adjustment. Finally, students who were better adjusted to campus life were more likely to be committed to the goal of a college degree and more committed to their university.