Using structural equation modeling, the current study analyzed data from 249 college students to examine how four aspects of ownership of learning (engagement in learning, self-direction, self-efficacy, and self-monitoring) predicted academic, social, and institutional adjustment to college. Results indicated the model was a good fit to the data overall, but that the three types of adjustment were predicted by different components. Implications of the findings for student affairs personnel are discussed.

中文翻译：

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学习成分的可教所有权在大学调整中的作用

目前的研究使用结构方程模型分析了 249 名大学生的数据，以检验学习所有权的四个方面（参与学习、自我指导、自我效能和自我监控）如何预测学业、社会和制度调整大学。结果表明，该模型总体上很好地拟合了数据，但三种类型的调整是由不同的组件预测的。讨论了调查结果对学生事务人员的影响。