An Exploration of How Congruence Between Students and Their Academic Environment Impacts Student Success

This study examined the relationship between person-environment fit (P-E fit) and student outcomes at public, two-year colleges (PTYCs) using Holland’s (1997) theory of vocational personalities and work environments as the framework for defining “congruence.” The research was conducted at Pellissippi State Community College, a large PTYC in the southeastern United States, with a sample of 1,257 students who completed the Interest Profiler Short Form (IP Short Form) during enrollment. Two analyses were conducted to evaluate the role of congruence in student success: (1) a sequential multiple linear regression to test its predictive value for first-semester GPA, and (2) a sequential logistic regression to assess its impact on fall-to-fall retention. Cultural and precollege characteristics were included in the analyses to examine whether congruence predicted these outcomes beyond these variables. Congruence scores were calculated by assigning RIASEC types to both students and their courses and applying the C Index to generate fit scores, which were then averaged across classes. The findings revealed that congruence was not a significant predictor of either first-semester GPA or fall-to-fall retention, suggesting that other factors may play a more critical role in influencing these outcomes. This study contributes to the limited research on PTYC student success and offers insights into the applicability of Holland’s theory and P-E fit frameworks in higher education research.