Interventions Using Scales Measuring Expected and Actual Adjustment to College
This study evaluates the consequences of intervention by interview with college freshmen identified by questionnaires as being at risk in three respects: (a) low prematriculation expectations regarding capacity for dealing with the transition into college, (b) significant postmatriculation disillusionment regarding adjustive capacity, and (c) low self-assessed adjustment in the first semester. Effects were analyzed in terms of score change on scales of adjustment, freshman year grade point average (GPA), number of credits earned in the freshman year, and continuance of enrollment.
Contributor Notes
Robert W. Baker is Professor of Psychology. The research reported in this article was supported in part by a grant he received from NACADA.
Kim L. Schultz is a field evaluator for Education Development Center in Newton, MA. Address correspondence concerning this article to Robert W. Baker, Department of Psychology, Clark University, Worcester, MA 01610.
