Date: May 2001 Creator: Stoever, Shawn Description: College
success, as defined by adjustment to college and academic
performance, is a multidetermined with a number of contributing
influences, including academic factors, personality variables,
family characteristics, and environmental factors. This study
attempted to provide an organizing model of the college success
literature that was based on previous research (e.g., Aspinwall
& Taylor, 1994) and current stress-coping theory (Moos &
Swindle, 1990). Structural equation modeling analyses indicated
that the hypothesized model did not fit the data well. However,
subsequent regression analyses did validate the view that
college success is multidetermined. Specifically, academic
performance was predicted by a combination of academic factors
(SAT score and class rank) and academic adjustment. In turn,
academic adjustment was predicted by locus of control, perceived
social support, and high school class rank. Personal adjustment
was predicted by coping strategies