Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Counseling, Rehabilitation Counseling & Counseling Psychology

Committee Chair

Jeffrey Daniels.


As earning a postsecondary degree becomes more necessary in the preparation for future employment, many of this nation's four-year colleges and universities are admitting underprepared students who are at-risk for poor academic performance and early departure from the institutions. There are a myriad of factors and characteristics that can cause students to be labeled at-risk, including being a first-generation student, coming from a lower socioeconomic environment, and having certain personality traits. At-risk college students have higher incidence of departure from the institutions, which can produce emotional distress and long-lasting financial obligations. Over the past thirty years, research in the area of student retention and departure has consistently found that institutional integration can produce higher levels of retention and commitment to the university. The purpose of this dissertation is to investigate the predictive value of institutional integration with academic success in at-risk first-year college students. Academic success is defined as grade point average, the ability to choose a vocation, and overall college well-being. While the model did not indicate predictive value, it demonstrated relationships between the elements of academic integration with career selfefficacy and mental well-being.