The effects of selected variables on the academic persistence of adult students were examined in a study of a random sample of 469 adult students aged 24 years or older enrolled in a four-year college. The survey questionnaire, the Adult Student Experiences Survey, collected data regarding 12 endogenous variables and 13 exogenous variables pertaining to student background. A two-step data analysis that included measurement and structural stages was conducted. The following four focal variables emerged: academic integration (students' feelings about being part of the institution's academic life); perceived stress; academic performance; and goal commitment. Eleven endogenous path relationships were identified. Adult student academic integration, perceived stress, cumulative grade-point average (GPA), and goal commitment attitudes were explained through the dynamic interplay of the theory of planned behavior. Perceived stress had significant total effects on 7 endogenous variables above the effect size of 0.10 and cumulative GPA had significant total effects on 6. The findings were said to suggest that the academic and social systems of the adult undergraduate experience must be more attuned to adult students' percepts of academic performance and perceived stress and that higher education institutions must offer curricula and services that are challenging, supportive, and relevant to adult students. (Contains 54 references.) (MN)