| This study examined the contribution of a residential program on adjustment to college and fall semester grade point average for 174 first year science and engineering students. Specifically, social and academic aspects of the living-learning program were examined to determine their relationship with academic adjustment, social adjustment, full adjustment, and fall semester grade point average. The Student Adaptation to College Questionnaire was used to measure student adjustment to college, and a survey designed for this study was used to measure students' levels of involvement with the academic and social aspects of the program. The data were analyzed using t-tests and multiple regression.;None of the academic or social aspects directly related to the living-learning program were identified by multiple regression as significant predictors of adjustment or fall GPA. Significant predictors of academic adjustment were knowing one's roommate prior to college attendance and the grade received for the seminar class required as a part of the living-learning program. The number of hours per week students spent in class and being satisfied with the roommate relationship were significant predictors of social adjustment. Significant predictors of full adjustment were knowing one's roommate prior to college attendance, the number of hours per week spent in class, and being female. Predicted grade point average and the grade for the seminar class were significant predictors of fall semester grade point average. Limitations of the study were discussed with implications for both further research and professional practice. |
