Transition to College

The Role of Academic Factors

The primary academic factors that have been examined can be divided into two categories: intellectual abilities (i.e., high school and college grades, IQ scores, other standardized test scores such as the SAT and ACT), and learned skills and habits that lead to improved academic functioning (i.e., learning styles, study habits and skills, goals, and expectations). Research on academic adjustment at the college level has shown that ability as defined by high school and college grades, IQ scores, and other standardized tests is certainly a component of academic success (Busato, Prins, Elshout, & Hamaker, 2000; Mouw & Khanna, 1993). Because such assessments measure traditional academic intelligence, it stands to reason that they have some bearing on academic adjustment. But researchers caution against the use of any one of these factors independently to predict academic success (Mouw & Khanna, 1993).

In addition to test scores and grades, several academic factors play a role in students' academic transition and success at the college level. For example, research indicates that students' learning styles affect academic success. Students with an undirected (or less organized) style of learning appear to have less academic success than those who use more directed styles of learning (Busato et al., 2000). The more directed styles of learning appear to be related to study habits that are linked to academic success (Busato et al., 2000). Positive study habits such as moderate study time and note taking, as well as reading skills, all appear to help students successfully adjust to collegiate academics (Busato et al., 2000).

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