Test of Reactions and Adaptation in College (TRAC): A new measure of learning propensity for college students.

Abstract

This article presents the Test of Reactions and Adaptation in College (TRAC), a new measure of students' personal dispositions toward learning. Fifty items address belief, emotional, and behavioral factors that intervene in typical college learning situations. Results from two different samples indicated acceptable psychometric characteristics. Confirmatory factor analyses suggest that belief, behavioral, and emotional dimensions constitute distinct constructs. Overall, the factors showed acceptable internal consistency, and intercorrelations between subscales confirm the coherence of the questionnaire's structure. The TRAC predicted success and quality of learning experiences in college above and beyond that predicted by the high school weighted academic average. Implications for the use of this measure by high school and college staff are discussed.

Attachment, Social Support, and Loneliness in Young Adulthood: A Test of Two Models

“…Unpublished data support the construct validity of the MSSB. Specifically, the social and emotional support subscales, as completed by an intimate peer, were found to be positively associated with the young adult's perceptions of overall support (using the interpersonal support evaluation list) (Cohen & Hoberman, 1983) and with their perceptions of competence in seeking help from peers within college classes (using the Test of Reactions and Adaptation in College) (Larose & Roy, 1995). In the present study, the Cronbach's alpha for the MSSB social and emotional support subscales were .83 and .67, respectively, and the correlation between the subscales was .41.…”

Grade 12 Versus Grade 13: Benefits of an Extra Year of High School

“…Grade 13 courses, specifically designed to meet the rigors of postsecondary education, probably fostered improved study habits, and a better work ethic. Several studies suggest that such targeted learning programs (Grade 13 curriculum in our case) predict postsecondary success (Britton & Tesser, 1991;Larose & Roy, 1995) and facilitate the transition from high school to university (Pascarella & Terenzini, 1991). Therefore, perhaps the advantage of Grade 13 may decrease if students of Grade 12 are given extra remedial assistance.…”

Table of Contents

“…For example, one study suggests that increased perceptions of "situational constraints" (quantity and quality of resources available to support learning) indirectly reduce academic performance by reducing students' performance goals (Villanova, 1996). A second study shows that undergraduates' academic achievement is positively related to students' beliefs about school, particularly their predisposition toward the learning context (Larose and Roy, 1995).…”