The purpose of the study was to validate the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) College Maladjustment scale (Mt) by comparing it with the Student Adapration t o College Questionnaire (SACQ). Significant negative correlations existed between the M t scale and SACQ scores, indicating that the M t scale measures maladjustment. especially emotional maladjustment. in college students.ssessment of college maladjustment and early identification of at-risk students is important because as many as 40% of entering freshmen A leave school without earning a degree, 75% of these students drop out in the first 2 years of college, and institutions can expect that 56% of a typical entering class cohortwill not graduate from that college (Tinto, 1987). From the student's perspective, grades and academic difficulties are ranked as the primary areas that affect college adjustment (Bean, 1982). However, the ability to adjust to college life and to stay enrolled is affected by numerous issues such as finances, health, loneliness, interpersonal conflicts, difficulty in adjusting to change, and development ofpersonal autonomy (Baker & Siryk, 1984;Hoffman, 1984). Gerdes and Mallinckrodt (1994) suggested that the distinctions between aspects of adjustment are not sharp and that the following broad areas might have an important influence on college attrition: academic adjustment, which includes academic abilities; motivational factors and institutional commitment; social adjustment; and personal or emotional adjustment. Results of a longitudinal study of overall adjustment to college by Gerdes and Mallinckrodt suggested that, in general, emotional and social factors predict attrition as well as or better than academic factors.Kleinmuntz (1961) developed the original College Maladjustment scale (Mt) for the Minnesota Multiphasic Personality Inventory (MMPI) to discriniinate between emotionally well-adjusted and emotionally maladjusted college students. Items were selected from the MMPI item pool by comparing responses of 40 adjusted and 40 maladjusted male and female students. The adjusted students had contacted a university clinic to arrange a routine mental
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