Resilience, achievement motivation, and relational skills as predictors of perceived academic performance and college adjustment in undergraduate university students
Abstract
Predictors of upperclassmen undergraduate students’ perceived academic performance and
adjustment to college were examined using four instruments. The research sample was comprised
of 308 students from South Texas and findings indicate that correlations between predictor
variables and the criterion variable student perceived academic performance produced statistically
significant positive correlations, except between achievement motivation and performance rating.
The largest positive correlations among predictor variables and the criterion variable college
student adjustment were between relational skills and achievement motivation and between
relational skills and college student adjustment. Of the three predictors, at 5.7%, resilience
uniquely accounted for the most variance in college student adjustment. Resilience significantly
predicted performance rating, and uniquely accounted for 5% of the variance in the model. The
researchers provided implications for educators, college counselors, and college administrators, as
well as provided directions for future research.