Many students have difficulty adjusting to college, and the contribution of academic and relational factors have been considered in previous research. In particular, depression commonly emerges among college women at this time and could be related to poor adjustment to college. This study examined the relationship between executive functions, depressive symptoms, and college adjustment in college women. Seventy-seven female participants from a midsize urban university completed the Wechsler Abbreviated Scale of Intelligence, College Adjustment Scale, Beck Depression Inventory-Second Edition, Behavior Rating Inventory of Executive Function-Adult Version, and four subtests from the Delis-Kaplan Executive Function System: the Trail-Making Test, Design Fluency Test, Verbal Fluency Test, and Color-Word Interference Test. After controlling for IQ score, hierarchical regression analyses showed that subjective and objective measures of executive functioning and depressive symptoms were significantly related to college adjustment problems in academic, relational, and psychological areas. The current study provides evidence for a relationship between cognitive abilities, psychiatric symptoms, and college adjustment.

Findings indicate that no well-defined definition or clinical diagnostic criteria exist for mTBI and that diagnostic accuracy is currently insufficient for discriminating between mTBI and co-occurring mental health conditions for acute and historic mTBI. Findings highlight the need for research examining the diagnostic accuracy for acute and historic mTBI.

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