Self-Monitoring and Student Integration of Community College Students

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Abstract
This article reports how the Self-Monitoring Scale (M. Snyder, 1974) predicted integration in the student integration model (V. Tinto, 1987, 1993) among a sample of 380 American community college students. A 2 × 2 between-subjects multivariate analysis of variance was performed on 2 dependent variables: academic and social integration. The independent variables were gender and self-monitoring (low and high). A significant main effect of self-monitoring was obtained for academic integration. Low self-monitors were significantly more likely to integrate academically than high self-monitors. A significant interaction effect of gender and self-monitoring was obtained for social integration. High self-monitoring men were significantly more likely to achieve social integration than low self-monitoring men.

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