A causal analysis to predict the personal and academic adjustment of nontraditional students.

Abstract

A causal model of nontraditional student adjustment was developed from sociopsychological concepts and a person-environment fit paradigm. Measures of student role evaluation, commitment to the student role, and self-good student role incongruence were collected at the beginning of an academic year and used to predict the level of personal distress experienced at the beginning of the next spring quarter and academic performance across that academic year

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