This study examined effects of a peer-led social support group intervention on college adjustment. Ninety first-year students, randomly assigned to participate in the intervention, reported higher levels of perceived social support and reduced loneliness when compared to controls (n = 94), after accounting for preintervention levels on these variables. Effects were not moderated by precollege adjustment concerns or gender. Results of this study suggest that a cost-effective peer-led intervention program can positively affect students’ social adjustment to university at a large, 4-year institution.

This study of 368 female undergraduates examined self-efficacy and role model influence as predictors of career choice across J. L. Holland's (1997) 6 RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) types. Findings showed that levels of self-efficacy and role model influence differed across Holland types. Multiple regression analyses indicated that self-efficacy and role model influence accounted for significant variance in career choice for all 6 RIASEC types. Role model influence added to the prediction of career choice over and above the contribution of self-efficacy in all but 1 of the RIASEC types. The importance of attention to role models in career counseling is discussed.

A study of354 nontraditional college women found robust levels of confidence in their ability to manage the student role and pursue career-related tasks. Findings indicated that perceived career barriers and social support accounted for variance in student and career decision-making self-efficacy fur nontraditional college women with and without children. Social support added to the prediction of self-efficacy over and above the contribution of perceived barriers. The discussion focuses on recommendations for career counseling interventions to facilitate educational and vocational success among nontraditional college women.

The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty‐eight 1st‐year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their sophomore year, compared with control participants, after controlling for demographic variables. Loneliness barely mediated the relationship between the social support intervention and academic achievement, suggesting other mechanisms by which the intervention enhanced academic performance.

Many nontraditional female students experience psychological distress related to balancing family and academic roles, whereas others benefit from managing multiple roles. This study of 209 nontraditional female undergraduate students with children investigated factors that influence their psychological well-being. Results indicated that secure attachment, parent and student self-efficacy, and social support contributed to the prediction of psychological distress (38%), self-esteem (54%), and life satisfaction (35%). Recommendations are made to enhance counseling services for nontraditional female students.