The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward. Formal social integration positively affected study progress, but informal academic integration was negatively related to study progress.Keywords Academic integration Á Lisrel Á Problem-based learning Á Social integration Á Study progress A meta-analysis of effects of problem-based learning (PBL) has shown consistent positive effects for skills, but non-robust effects for knowledge (Dochy et al. 2003). These findings imply that a PBL curriculum helps students to develop skills (such as applying knowledge), but is not more successful compared to more traditional curricula, in stimulating students to acquire declarative knowledge. The findings of this meta-analysis confirm conclusions of other reviews on the effects of PBL (Vernon and Blake 1993;Albanese and Mitchell 1993). These meta-analyses focus on cognitive measures: knowledge and skills. Pascarella and Terenzini (2005) describe these as the learning outcomes generally thought to be directly related to the curriculum or academic program. In their comprehensive overview of research describing the ways in which college affects students, they also pay attention to