The purpose of this study was to develop, pilot, and validate two measures theoretically relevant to the persistence of Chicano/a students in institutions of higher education. Two scales, the Cultural Congruity Scale (CCS) and the University Environment Scale (UES), were developed and tested. The scales were piloted and then administered to 454 Chicano/a undergraduates at two large southwestern universities. Strong internal consistencies were found for both scales. When used in regression equations, both scales were significant predictors of academic persistence decisions. Implications for counseling psychologists, university faculty and staff and others within the university setting are discussed.

This study investigated the influence of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of 83 American Indian undergraduates. The self-belief construct comprised self-esteem and 2 dimensions of college-related self-efficacy. The social support cluster consisted of 3 variables: family support, friend support, and perception of being mentored. The 3rd cluster, comfort in the university environment, was measured by perceptions of university environment, cultural congruity, and college stress. Although each of the 3 constructs significantly accounted for academic nonpersistence decisions, social support was the strongest predictor, followed by comfort in the university environment, and then self-beliefs. Students who perceived being mentored were more likely to report decreased nonpersistence decisions. Similarly, students who had more positive perceptions of the university environment were more likely to make fewer nonpersistence decisions. Finally, higher self-esteem and greater college-related self-efficacy were associated with decreased nonpersistence decisions. Research-informed practice implications for increasing the academic persistence of American Indian students include fostering mentoring relationships and providing interventions to increase social support, self-esteem, and self-efficacy.

Depression and college stress, major concerns among undergraduates, are potentially related to self-esteem and mattering. This study investigated the interrelationships among these four variables. Participants included college students (199 males and 256 females) between the ages of 18 and 23. Significant sex differences were found with women reporting greater depression, college stress, and mattering. Sex, self-esteem, and mattering accounted for 13.8% and 39.4% of the variance in stress and depression, respectively. Accounting for 49.1% of the variance, the full model including sex, self-esteem, and mattering enhanced the ability of stress to predict depression. All of the study hypotheses were supported.

Based on Tinto's (1993) model of academic persistence, this study investigated the relationship of loneliness, social support, and living arrangements with academic persistence decisions of 401 college freshmen. Participants completed a series of standardized instruments during class time. Social support was negatively related to loneliness and positively related to academic persistence decisions. Less loneliness and more social support predicted more positive persistence decisions. Neither social support nor loneliness was related to GPA; however, freshmen living on campus had higher GPAs than those living off campus. Women perceived receiving more social support from both friends and family than did men. These results are discussed in light of what might be done to influence greater persistence.A major area of research in higher education focuses on retention of students from their freshman year to degree completion. Discovering ways to retain students is vital, since attrition rates have been reported as varying from 10% to 345 Ó 2006, Baywood Publishing Co., Inc.50% at colleges and universities around the country (Tinto, 1993). Furthermore, recent statistics indicate that between 20 and 30% of these students leave during their freshman year (Arizona State University (ASU), 2003; National Center for Education Statistics, 2003). Because of these high attrition rates, researchers have tried to identify a causal model for student attrition as well as to find ways to decrease its prevalence.In particular, Tinto's model (1993) of college student attrition has received considerable support in the literature (e.g.). His concept is based on a theory of person-environment fit, where students' experiences in their social and academic environments are influenced by their individual attributes, dispositions, family background, and prior educational experiences. Tinto also added a time dimension to the model, accounting for the shifts that occur at different times during the academic year. He stressed that students who develop satisfying relationships with peers tend to earn better grades and are more inclined to remain in college than are students who fail to develop these significant ties.A limited number of studies have applied Tinto's model to qualitative methods of inquiry. Hemmings, Jin, and Low (1996) used both quantitative and qualitative approaches to determine what influenced high school students to remain in school. The quantitative analyses identified 11 constructs that influenced students' decisions including individual characteristics, family background, peer groups, and societal determinants such as school and neighborhood. The qualitative analyses indicated that students felt their decisions to stay in school were related to a combination of factors, such as family encouragement, school success and enjoyment, peer support, and positive relationships with teachers.Also using qualitative methods, Braunstein and McGrath (1997) examined the assumptions, beliefs, and perceptions of faculty and administrators who...

This study examined the relationships among self-esteem, body image, and health-related behaviors of 267 female and 156 male first-year college students. Data were collected in 23 classrooms. Instruments included a demographic sheet, the Objectified Body Consciousness Scale, the Weight and Appearance Visual Analogue Scales, the Contour Drawing Rating Scale, the Rosenberg Self Esteem Scale, and a measure of physical fitness/health-related behaviors. Self-esteem was consistently related to body image dissatisfaction for women, and women consistently exhibited a more negative body image than did men. Even when both men and women were consistent exercisers, the women had poorer body image. Finally, for both men and women, more positive physical fitness/health-related behaviors were positively related to self-esteem and body image.