![]() That the distinctions between aspects of adjustment are not sharp and ![]() However, the ability to adjust toĬollege life and to stay enrolled is affected by numerous issues such asįinances, health, loneliness, interpersonal conflicts, difficulty inĪdjusting to change, and development of personal autonomy (Baker & From the student's perspective, grades andĪcademic difficulties are ranked as the primary areas that affectĬollege adjustment (Bean, 1982). That 56% of a typical entering class cohort will not graduate from thatĬollege (Tinto, 1987). Significant negative correlations existed between the Mt scaleĪnd SACQ scores, indicating that the Mt scale measures maladjustment,Įspecially emotional maladjustment, in college students.Īssessment of college maladjustment and early identification ofĪt-risk students is important because as many as 40% of enteringįreshmen leave school without earning a degree, 75% of these studentsĭrop out in the first 2 years of college, and institutions can expect Personality Inventory-2 (MMPI-2) College Maladjustment scale (Mt) byĬomparing it with the Student Adaptation to College Questionnaire The purpose of the study was to validate the Minnesota Multiphasic
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