| Abstrakt: |
Using structural equation modeling, the current study analyzed data from 249 college students to examine how four aspects of ownership of learning (engagement in learning, self-direction, self-efficacy, and self-monitoring) predicted academic, social, and institutional adjustment to college. Results indicated the model was a good fit to the data overall, but that the three types of adjustment were predicted by different components. Implications of the findings for student affairs personnel are discussed. [ABSTRACT FROM AUTHOR] |
