Socioemotional Factors Contributing to Ad justment Among Early-Entrance College Students

Abstract

This study investigates the influence of self-concept and perceived family environment on psychosocial adjustment among early-entrance college students. Participants included 104 male and 76 female juniors at the Texas Academy of Mathematics and Science (TAMS). Scholastic aptitude, previous academicachievement, and family environment were employed as latent independent variables. Self-concept, personal adjustment to TAMS, and academic achievement at TAMS were the latent dependent variables of the study. A series of regression models was used to assess the predictive utility of independent measures. The final model indicated that a combination of self-concept and family environment variables was able to predict psychosocial adjustment. Specifically, family cohesion, conflict, and expressiveness and overall self-concept were predictive of adjustment to college as 4-neasured by the total score of the Student Adjustment to College Questionnaire. For TAMS students, family cohesion, organization, control, Colflict, and overall self-concept were found to predict academic achievement as measured by first semester grade-point average. It is recommended that applicant self-concept should be considered when educating students about considering early entrance to college, making program decisions, and instituting retention strategies for early-entrance college programs.