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The relation between college students' intrafamilial relationships and their adjustment to a multiethnic universityMachado, Claudia Beatriz 01 January 2008 (has links)
The purpose of this study was to examine if the quality of college students' relationships with their parents and family-of-origin would predict their academic and psychological adjustment to college, including their openness to cultural diversity. It was hypothesized that in general, higher quality of students' intrafamilial relationships will significantly predict their academic and psychological adjustment to college. It also is hypothesized that higher quality intrafamilial relationships will be significantly associated with increased interest and openness to learning about and interacting with students of diverse cultural backgrounds. Four additional variables were examined in an exploratory manner, to determine if they would predict college adjustment. They were social support, parental support and encouragement specific to helping the students prepare for college, self-efficacy, and ethnic identity. Overall, the results of this study suggest that college students' relationships with other family members as a child have limited influence over their adult adjustment in the context of adapting to the demands of college. Because this finding conflicts with previous research, additional research is needed to clarify the precise influence childhood families have on adult functioning. For example, it is possible that childhood families influence subsequent functioning in some contexts ( e.g., adults' relationships with their own spouses and children) more than in others ( e.g., on a college campus).
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Promoting development of cultural capital : an intervention study for the retention of Latino college students at a predominantly White universityArgueta, Nanci Lisset 04 February 2014 (has links)
Current literature on Latino college student retention and attrition suggests that Latinos as a
whole are becoming more successful at gaining admission to institutions of higher education. However, there is a need for support, guidance, and mentorship in order to ensure success once admitted. This study sought to test the effectiveness of a brief intervention for first year Latina/o
undergraduate students at UT Austin, a predominantly White university. Sixty-nine participants were randomized into two groups, an experimental group (Educational Capital Guide Group) (n = 34) and a control group (n = 35). The intervention was based on Bourdieu’s Social Capital Theory and was designed to facilitate adjustment to college for Latinas/os. The two forms of Bourdieu’s capital addressed in this study were: the embodied state (i.e., knowledge individuals acquire via social membership), and the objectified state (i.e., physical resources accessible to an individual). Effects of the intervention were measured by observing changes in five outcome variables (i.e., academic worry, academic self-efficacy, anxiety, depression, and perceived university environment) from pre- to post-intervention for each group, as well as a comparison of GPA and novel on-campus resource use. Changes in outcome variables across college generation status for intervention participants were also assessed. Results indicated a statistically significant difference in perceptions of the university environment between experimental groups from pre- to post-intervention, but on no other outcome variables. Participants in the intervention group marginally outperformed control participants in end-of-semester GPA by the completion of their first semester. Similarly, participants in the intervention group used slightly more novel on-campus resources at posttest. Among intervention participants, although second
generation college students reported statistically greater anxiety at both assessment periods, no between-group differences were found in responses to the intervention. Cultural and demographic variables that were found to be predictive of outcome variables, as well as a
description of participant responses to their first semester at UT are discussed. The findings of this study offer implications for future intervention studies using social capital with Latinos as well as practices that should be addressed on an institutional level to support ethnic minority students’ success in higher education. / text
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Bipolar Disorder in the Family: Impact on Functioning and Adjustment to CollegeCrandall, Erin 08 1900 (has links)
Bipolar disorder is a serious mental disorder, affecting anywhere from 2 to 4 percent of Americans. Though research has indicated that this disorder can be devastating for patients, less is known about how the disorder impacts family members. There is no research that has considered impacts on family members adjusting to college. The purpose of the current study was to determine the extent to which having a family member with bipolar disorder impacts adjustment to college, as well as factors that might account for worse functioning. Two groups were recruited: students with a bipolar family member (n = 25) and students with no family history of the disorder (n = 50). Participants were interviewed regarding their own histories of a mood disorder, as well as mood disorder histories in their immediate families. They then completed surveys assessing adjustment to college, functioning, caregiving burden, parental relationship, and attachment style. Students with a family history of bipolar disorder had significantly lower social adjustment scores, lower personal-emotional adjustment scores, and lower financial functioning scores than students without this history. Lower scores were found even after controlling for psychopathology. Avoidant attachment behaviors, anxious attachment behaviors, and aspects of the paternal relationship were identified as potential mediators. Caregiving burden was identified as a partial mediator. Implications for families and educational institutions are discussed.
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Perceived stress, adjustment, emotional and behavioral functioning, and self-esteem among college freshman and the role of parental supportPrentice, Sarah 01 May 2013 (has links)
This current study examined the relationships among Freshmen students' contact with their parents, stress, adjustment, emotional and behavioral functioning, and self-esteem. As part of this study, 121 ethnically diverse college Freshmen completed measures assessing the aforementioned variables. Analyses of variance suggested that college Freshmen varied in their ratings of these variables based on their gender and living situation(i.e., whether they lived on campus, in the community, or in their parents' home). Correlational analyses suggested that there were significant relationships among parental involvement and college students' stress, adjustment, emotional and behavioral problems, and self-esteem. Hierarchical regression analyses suggested that gender, living situation, parental support, and perceived stress were valuable predictors of college students' outcomes. This information will serve to provide insight into mechanisms by which parents can help foster more positive outcomes for their college students.
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Resilience / Vulnerability Factors As Predictors Of Turkish University StudentsOrbay, Ozge 01 April 2009 (has links) (PDF)
It may be assumed that the various resources individuals have will be needed in coping with the adjustments required in college. Any deficits in individuals&rsquo / psychological make-up or maladaptive coping strategies will block their adjustment to college. Within this idea of adjustment, adjustment to college and psychological well being were predicted by several variables named as personality, hardiness, and coping strategies under a stressful condition. Students who have completed their freshmen year were administered the scales related to the above variables and a series of path analyses were carried out. Results indicated that problem focused coping and helplessness/self blame had a mediator role between personality variables and psychological well being. Neuroticism was named as a vulnerability factor. Students with neuroticism as a personality characteristic were regarded as risk groups, who were likely to use helplessness/self blame coping. On the other hand, personality characteristics such as conscientiousness, openness/intellect, and hardiness were concluded to be a resilience factors together with problem focused coping.
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Social Support As a Moderating Factor Between Mental Health Disruption and College Adjustment in Student VeteransCampbell, Robyn 12 1900 (has links)
Research has indicated that OEF/OIF veterans are experiencing mental health concerns following deployment. While there are increasing numbers of veterans returning to higher education institutions after discharging from the military, there is a scarcity of empirical research investigating student veterans’ experiences as they transition into college. The purpose of the current study was to examine whether social support moderates the effects of psychological distress on college adjustment among a sample of student veterans. Participants were administered a Background Information Questionnaire, measures of psychological distress (i.e., GAD-7, PHQ-9, IES-R), Multidimensional Scales of Perceived Social Support, and the Student Adjustment to College Questionnaire. Multiple regressions revealed significant main effects for the variables of interest, but analyses failed to support the hypothesis that perceived social support would moderate the effects of psychological distress on college adjustment.
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The Relationship between Student Generational Status and College Adjustment among Hispanic Community College StudentsWatson, April Anita 07 May 2016 (has links)
The purpose of this study was to determine the effect generational status had on the overall college adjustment experiences of Hispanic community college students. A total of 75 Hispanic students enrolled in their 1st year of study at a comprehensive community college located in south Texas agreed to participate in the study after being recruited using a convenience sampling method. Participating students were asked to complete a brief demographic questionnaire and the self-report Student Adaptation to College Questionnaire (SACQ). Mean difference scores across the 4 subscales of the SACQ were compared using a multivariate analysis of variance (MANOVA) design. The results of the MANOVA analysis indicated significant differences existing between first-generation and continuing-generation students on 2 of the 4 SACQ subscales, with social adjustment and institutional attachment being the only areas in which significant differences did not exist after applying the Bonferroni correction. Results are interpreted in terms of their impact on community college leaders’ efforts to retain and support minority students. In addition, considerations for future research are presented and discussed.
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College Students' Well Being: The Role Of Parent-college Student Expectation Discrepancies And CommunicationAgliata, Allison Kanter 01 January 2005 (has links)
Parental influence on college students' well being is underestimated frequently in the developmental literature. College students often set social and academic goals according to their perception of what their parents expect from them. The discrepancy between college students' performance and their perceptions of parents' expectations can impact their quality of life. The purpose of this study was to examine various parent-college student expectation discrepancies and communication levels as predictors for college students' psychological well being. Results revealed that college students reported experiencing higher levels of anger, depression, and anxiety and lower levels of self-esteem and college adjustment when higher expectation-performance discrepancies were present. Results also indicated that a higher perceived level of communication, particularly by the college student, served as a predictor of distress and was related to lower levels of affective distress and higher levels of self-esteem and college adjustment. Such findings underscore the importance of teaching assertive communication skills to college students and their parents as a means of diminishing the deleterious effects of perceiving one another inaccurately.
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College Adjustment in FTIC Students During COVID-19Aydelman, Roksan 01 January 2022 (has links)
This study looked at First Time in College (FTIC) students’ overall college adjustment and whether modality of instruction during students’ senior year of high school relates to subsequent college adjustment. Those high school seniors who completed the entire year virtually experienced greater social isolation and restrictions that may have further limited navigation of developmental tasks and experiences that prepare students for college. Due to the novelty of the COVID-19 pandemic, this is the first cohort where such a marked split in high school experiences could impact future college adjustment. College students (N=294) attending a large public university completed the College Adjustment Test (Pennebaker, 1990), Rosenberg Self-Esteem Scale (Rosenberg, 1965), and COVID-19 Fear Scale (Ahorsu et. al, 2020). The results of this study may increase awareness of how students from the high school graduating class of 2021 are adjusting to college during these unprecedented times, and help to identify if a particular type of high school senior year experience presents greater risk in relation to subsequent college adjustment. The results of this study may inform institutions of higher education on what can be done to facilitate the college adjustment of this unique cohort of FTIC students.
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Multi-ethnic Students' Adaptation to College as a Function of Motivation, Self-efficacy, Self-esteem, and Ethnic IdentityWalker, Steven 01 January 2006 (has links)
The current study was designed to give a greater understanding into the variables correlated with successful adjustment to college ( as measured by the four subscales of the Student Adaptation to College Questionnaire). Data was analyzed from 446 students from undergraduate psychology courses at the University of Central Florida. After partialing out potential covariates ( ethnicity, gender, socioeconomic status, social support, symptoms of depression, and anxiety), it was found that need for achievement and self-efficacy significantly correlated with academic adjustment; need for affiliation and need for achievement significantly correlated with social adjustment; need for achievement and self-esteem significantly correlated with personal/emotional adjustment; and need for affiliation, need for achievement, self-efficacy, and ethnic identity significantly correlated with attachment/institutional commitment.
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