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

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 un...

Full description

Saved in:
Bibliographic Details
Published in:Journal of college student retention : Research, theory & practice theory & practice, 2004, Vol.5 (3), p.255
Main Authors: Grant-Vallone, Elisa, Reid, Kelly, Umali, Christine, Pohlert, Edward
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Persistence
Academic Support Services
At risk students
College campuses
College Students
Community Colleges
Counseling
Educational Opportunities
Family (Sociological Unit)
First Generation College Students
Intervention
Longitudinal Studies
Mentors
Nontraditional Students
Pupil Personnel Services
School Holding Power
Self Esteem
Social Adjustment
Social support
Social Support Groups
Student Adjustment
Student retention
Surveys
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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. (Contains 4 tables.)
ISSN:1521-0251
1541-4167