Locus of control and college adjustment related to the freshman orientation seminar at Trevecca Nazarene University
The purpose of this study was to explore the relationship between locus of control and college adjustment related to an intervention program (a college orientation/adjustment program) for freshman at Trevecca Nazarene University. The study was conducted during the summer and fall of 1995. Pre- and post-intervention findings were analyzed and findings from the experimental sample (Trevecca University) were compared with results obtained from a control sample from Covenant College.^ The Rotter Internal-External (I-E) Scale (Rotter, 1966) was used to measure locus of control. The Anticipated Student Adaptation to College Questionnaire (ASACQ) (Baker, McNeil, & Siryk, 1985) was used to measure subjects' pre-semester anticipated/expected college adjustment. The Student Adaptation to College Questionnaire (SACQ) (Baker, McNeil, & Siryk, 1985) was used to measure actual college adjustment after the intervention was completed.^ Seven hypotheses were investigated in the study. The independent variable was a 10-week educational intervention, a freshman orientation/college adjustment course at Trevecca. The relationship between pre- and post intervention locus of control and anticipated/actual college adjustment was examined. Anticipated adjustment scores for June and August orientation attendees were compared. Locus of control and college adjustment scores for the Trevecca experimental sample were compared to control group sample scores from Covenant College.^ Results showed no significant difference between pre- and post-intervention locus of control scores for the Trevecca sample. A significant relationship between locus of control and actual college adjustment was found. Students characterized with a high degree of internality also recorded higher adjustment scores.^ Contrary to the hypothesized null relationship, there was a significant difference found between students' expected adjustment and their reported actual adjustment. Overall, students' expectations exceeded the reality they reported experiencing. The notable exception to this general trend was in the personal-emotional area of adjustment, where there was no significant difference found between student expectations and the reality reported.^ Covenant College subjects, without having been exposed to an extended college orientation/adjustment course, were nonetheless found to reflect a greater degree of internality than subjects from Trevecca University. No significant differences between the Trevecca and Covenant samples were found with regard to actual college adjustment. ^
Psychology, Social|Education, Guidance and Counseling|Education, Educational Psychology
Don Eugene Kintner,
"Locus of control and college adjustment related to the freshman orientation seminar at Trevecca Nazarene University"
ETD Collection for Tennessee State University.