AN EMPIRICAL-TEST OF A MODEL OF NONTRADITIONAL STUDENT ADJUSTMENT

Predictors and consequences of psychological adjustment were examined by testing a model of nontraditional student adjustment. The empirical model, developed from prior conceptual work (Bean & Metzner, 1985), featured developmentally relevant factors, such as family support and career-related academic variables. Results supported the feasibility of the model. Academic and noncollege environmental variables were predictive of institutional commitment and an absence of psychological distress, which in turn predicted intended continuance in school. Implications of the results were related to the special academic and personal needs of nontraditional students.