Self-Concept as a Predictor of College Freshman Academic Adjustment

By Lyn T. Boulter. 2002

138 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e3fdce1309cf58caa186a04de1ded783866268d8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. S. Robbins
2. Huy Le
3. I. Petersen
4. Lalage Sanders
5. P. Sander
6. Darnell G. Cole
7. R. Langley
8. Kitty Dumont

Citations in the corpus

• Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities (2009, background): “However, a few researchers have recognized and studied the impact that constructs within Tinto’s model may have on GPA for college students (Bean & Kuh, 1984; Boulter, 2002; House, 2002).”
• Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept (2007, background): “Although perception of intellectual self-concept is conceptually different from learning, students’ self-perception is likely to affect the time and effort students invest in the learning process (Boulter, 2002; Stipek, 2002).”
• Adjustment to university and academic performance among disadvantaged students in South Africa (2009, background): “Student–faculty contact and the utilisation of student support services and intervention programs have been shown to have a positive impact on adjustment to university and academic performance (Boulter, 2002; DeStefano, Mellott, & Petersen, 2001; Grant-Vallone, Reid, Umali, & Pohlert, 2003–2004).”
• Do psychosocial and study skill factors predict college outcomes? A meta-analysis. (2004, background): “In particular, general self-concept is of central interest when examining college academic adjustment (e.g., Boulter, 2002; Byrne, 1996).”
• Factors Contributing to the Upward Transfer of Baccalaureate Aspirants Beginning at Community Colleges (2010, result): “Although still inconclusive and somewhat limited, results from a few studies have underscored the importance of this attribute in shaping college academic success (Boulter, 2002; House, 1995; Pascarella, Smart, Ethington, & Nettles, 1987; Smart & Pascarella, 1986).”
• Retention and Students with Disabilities (2004, background): “…of setting goals both educational and occupational; the degree of social integration (one’s ability to develop informal friendships, support groups, contact with faculty, and participation in co-curricular activities); and commitment to individual goals (Boulter, 2002; Kuh, 1995; Tinto, 1993).”
• Understanding academic confidence (2006, background): “For example, self-perception of intellectual ability has been shown to have a positive influence on adjustment in college (Boulter, 2002).”