Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences

By Marcus Crede, Sarah Niehorster. 2012

544 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/28ef5f1c7fcd509aca4f716a6d18038380854b42

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness (2016, methodology): “Therefore, a direct effect on retention is observed when poor social adjustment, personal-emotional adjustment, or institutional attachment increase the likelihood of withdrawal from college (Bean, 1980; Credé & Niehorster, 2012; Pascarella, 1980; Spady, 1970; Tinto, 1975).”
The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands (2013, methodology): “A meta-review of applications of the U.S. developed SACQ questionnaire (Credé & Niehorster, 2012) amongst 237 studies (two of which include international students) of almost 45000 students in the US indicate that SACQ is an appropriate measurement of student’s adaptation processes and study…”
Differences in resilience between ‘traditional’ and ‘non-traditional’ university students (2017, background): “A meta-analysis showed that students’ university adjustment is largely unrelated to demographic factors, including age, ethnic minority status and socio-economic status, suggesting that many ‘non-traditional students’ adapt well to the rigour of university studies (Credé and Niehorster, 2012).”
Students’ Wellbeing, Fear of Missing out, and Social Media Engagement for Leisure in Higher Education Learning Environments (2016, unknown): “The transition to college is a process employing students ’ resources in responding to the academic, social and psychological challenges (Credé and Niehorster 2012; Thurber and Walton 2012).”
Domains and predictors of first-year student success: A systematic review (2018, methodology): “While some researchers argue, for example, that socialemotional well-being is a measure of student success on its own, others see it as a key determinant of academic achievement (e.g., Credé & Niehorster, 2012; Robbins et al., 2004).”
Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature (2017, methodology): “…academic performance and retention that are only modest and that do not compare favorably with other well-known predictors of academic performance such as cognitive ability (Sackett et al., 2012), study habits and skills (Credé & Kuncel, 2008), and academic adjustment (Credé & Niehorster, 2012).”
In search for the most informative data for feedback generation: Learning analytics in a data-rich context (2015, background): “A vast body of research on student retention (Credé & Niehorster, 2012; Marks, Sibley, & Arbaugh, 2005; Richardson, 2012) indicates that academic performance can be reasonably well predicted by a range of demographic, academic integration, social integration, psycho-emotional and social factors,…”
What Shall We Do About Grit? A Critical Review of What We Know and What We Don’t Know (2018, unknown): “…scores ( r = .40 to r = .60, Kuncel & Hezlett, 2007), study skills and study habits ( r = .40; Credé & Kuncel, 2008), academic adjustment ( r = .39, Credé & Niehorster, 2012), class attendance ( r = .41, Credé, Roch, & Kieszczynska, 2010), and effort regulation and meta-cognition ( r = .23 to r =…”