This study investigated the relationship among academic self-concept, social support, and college adjustment of first-year college students enrolling at a Hispanic Serving Institution in the southwestern United States. A total of 496 first-year undergraduate students (291 females, 205 males) participated in the study. Results indicated that being multiracial had the most effect in adjustment, compared to being African American, Hispanic, and White. One of the factors affecting success in educational institutions is academic self-concept. Based on the results of our regression analysis, we found that social support, academic adjustment, and attachment were statistically significant predictors of academic self-concept.

本研究调查了就读于美国西南部西班牙裔服务机构的一年级大学生的学业自我概念、社会支持和大学适应之间的关系。共有 496 名本科一年级学生（291 名女性，205 名男性）参与了这项研究。结果表明，与非裔美国人、西班牙裔和白人相比，多种族对调整的影响最大。影响教育机构成功的因素之一是学术自我概念。根据我们的回归分析结果，我们发现社会支持、学业调整和依恋是学业自我概念的统计学显着预测因子。