Measuring adjustment to college.

A 52-item self-report Likert-type scale, yielding indices of 4 aspects of adjustment as well as a full-scale score, was developed and administered once each semester in each of 3 successive academic years to samples of freshman students (N?=?734). Reliability data for the scale as a whole and for the several subscales individually are presented, and validity was assessed through examination of the relationship between the subscales and several independent variables expected to be differentially relevant to the subscales. Implications for use of the scale in counseling and other remedial interventions are discussed. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological separation and adjustment to college.

We examined the relationship between psychological separation and adjustment to college in freshmen (N?=?130) and upperclassmen (N?=?123) samples. Psychological separation was measured with the Psychological Separation Inventory. Adjustment to college was assessed with the College Adjustment Inventory. Freshmen tended to show more psychological dependencies on mother and father, and poorer social and personal-emotional adjustment to college than did upperclassmen. A pervasive relationship was found between separation and adjustment, although separation did not predict adjustment across the board. Separation appears more strongly related to personal-emotional adjustment, particularly functional and emotional independence from mother and conflictual independence from father. Sex effects also emerged, with women showing more psychological dependencies than men. Finally, our results show that advances in separation across the four dimensions are not uniform. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prediction of medical school attendance from college freshman SVIBs.

This study compared the SVIB profiles of 2 groups of college freshmen, 1 group which eventually applied to medical school and another which did not, but all of whom scored an A on the Physican scale. Significant differences were found between the 2 groups on 8 occupational scales, the largest of which were on the Artist and Architecture scales which were highly negatively related to subsequent application to medical school. The results give further evidence of a lack of a common interest factor in Group I of the SVIB. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Separation-individuation and adjustment to college: A longitudinal study.

Aimed to (1) chart late-adolescent individuation from freshman to junior year in college, (2) further examine previously reported sex differences in separation–individuation and college adjustment, and (3) assess the within-year and across-year association between individuation and adjustment. As part of an ongoing longitudinal project, 130 students completed measures of separation–individuation and college adjustment early in their freshman year (D. K. Lapsely et al, 1989). In the present follow-up study, 81 of those original Ss completed measures in their junior year. The results indicated significant increases in individuation from parents over time along most but not all dimensions of individuation for both men and women. Gender specific patterns of individuation/adjustment emerged in freshman and junior year. In general, independence from parents in freshman year did not predict junior year college adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

MMPI characteristics of college freshman males who later became alcoholics.

Compared the MMPI scores of 32 college freshman males later hospitalized as alcoholics with scores of 148 control male classmates for clinical, content scale, and item differences. The prealcoholics were significantly higher on the Psychopathic Deviate, Hypomania and F scales. It is concluded that the college prealcoholic is more likely to be impulsive, nonconforming, and gregarious but is otherwise not grossly maladjusted compared to his peers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploratory intervention with a scale measuring adjustment to college.

Describes an intervention into the lives of college freshmen that was based on a scale measuring adjustment to college developed by the present authors (see record 1984-21813-001). 216 Ss initially completed the scale, and 150 Ss with high or low scores were assigned to interview or no-interview conditions. The scale was also used to serve as a source of topics for discussion in interviews and to measure the effects of intervention through pre- and posttesting. Qualitative and quantitative findings are presented regarding (a) attitude of Ss toward use of the scale, (b) the correspondence between test data and effectiveness of adjustment to college, and (c) the consequences of intervention by interviews for Ss indicated by the scale as well-adjusted and less well-adjusted. Results support the validity of the scale and the beneficial effects of relatively modest interventions in improving ratings of adjustment and reducing drop-outs. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal study of changes in ego identity status from the freshman to the senior year at college.

Conducted ego identity status interviews with 53 male college seniors who had participated in a previous study of identity development during the freshman year. As hypothesized, significant increases in the frequency of students in the identity achiever status were observed for both occupational and ideological identity. Also as predicted, the achiever status was found to be the most stable status from the end of the freshman year to the senior year, while the moratorium status was the least stable. While the general developmental trend was positive, a substantial proportion of the Ss were completing their college years in the identity diffusion status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relational aggression and social-psychological adjustment in a college sample.

Although the understanding of aggression has been significantly advanced through the study of relational aggression, past research has been limited by its predominant focus on children. This study examines the associations between relational aggression and social-psychological adjustment in a sample of young adults. A peer-nomination instrument was constructed to assess relational aggression, and self-reports of adjustment were obtained from 225 college students (45% male; mean age?=?19.5). Regression analyses showed that relational aggression provided unique information, after controlling for age and gender, about peer rejection, prosocial behavior, antisocial personality features, and borderline personality features. Interactions with gender further showed that, for women, relational aggression was linked with bulimic symptoms. The importance of relational aggression for understanding adjustment problems during young adulthood are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal adjustment and academic predictability among college freshmen.

The objective of this study was to investigate whether the prediction of academic achievement is influenced by personal emotional adjustment as found by Hoyt and Norman in 1954. Samples consisted of 1,465 arts college freshmen from which were selected three "adjustment" groups (normal, one-peak, and maladjusted) according to arbitary cut-off points on the clinical scale of the MMPI. Correlations between grade point average (GPA) and predictor variables were determined. For the arts college, no significant differences were found between the adjustment groups for the correlation of GPA with either of the predictors high school rank or the Minnesota Scholastic Aptitude Test. 11 predictor variables were used for the engineering freshmen, only one of which yielded statistically significant differences between the adjustment groups. In contrast to the findings of Hoyt and Norman, it was concluded that the predicton of academic achievement is not influenced by personal adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Repression-sensitization: Its relation to adjustment and seeking psychotherapy among college students.

Investigated the variables of adjustment and voluntarily approaching psychotherapy as each relates to repression-sensitization (R-S). 27 male and 36 female college students who sought psychotherapy (T) were compared on the R-S scale with a similar group which had not sought psychotherapy (NT). Results indicate that the T group scored significantly higher on the R-S scale than the NT group. The T group was found to be more sensitizing than the NT group even when the 2 groups were equated on a paper-and-pencil measure of adjustment. Among males in the T group, those terminating therapy after fewer than 4 sessions were less sensitizing than those continuing in therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Authoritative parenting and college students' academic adjustment and success.

This study examined connections between college students' adjustment and success and characteristics of their relationships with their parents. A sample of 236 students completed the Student Attitudes and Perceptions Survey, a 135-item anonymous self-report instrument. Students' grades, confidence level, persistence, task involvement, and rapport with their teachers were generally predicted by both current and childhood levels of parental autonomy granting, demandingness, and supportiveness. Ratings of parenting characteristics were equally predictive of adjustment and success among students living with their parents and those living on their own. They were somewhat less predictive of seniors' adjustment and success than they were for freshmen, sophomores, and juniors. These findings suggest that parenting style continues to play an important role in the academic lives of college students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual and relational predictors of adjustment in first-year college students.

Assessed the differential predictive utility of home-leaving status, family functioning, separation–individuation issues, cognitive constructions of the home-leaving process, and personality variables for adjustment during the 1st yr of college with a sample of 286 college freshmen (182 women and 104 men). Findings revealed that the separation–individuation, family relations, and personality variables were better predictors of adjustment than were the cognitive indicators or home-leaving status. Results also varied as a function of gender; less well-adjusted men were more disconnected from significant others, whereas less well-adjusted women exhibited higher levels of separation anxiety and enmeshment seeking. Implications for counseling interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived paternal nurturance-availability and personality adjustment among college males.

Designed and administered a family background questionnaire assessing perceptions of father-child relationships and the amount of time fathers spent at home to 127 white male undergraduates. Ss also completed the Personal Adjustment scale of the Adjective Check List and the Socialization scale of the California Psychological Inventory which were employed as measures of personality adjustment. High paternal nurturance combined with at least moderate paternal availability and high paternal availability combined with at least moderate paternal nurturance were related to high scores on the personality adjustment measures. High paternal availability combined with low paternal nurturance and high paternal nurturance combined with low paternal availability were associated with relatively low scores on the personality adjustment measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental support and psychological adjustment during the transition to young adulthood in a college sample.

The purpose of this study was to extend the understanding of how parental support relates to psychological adjustment during the transition from adolescence to young adulthood in a college sample. Ss were 175 college students who had relocated geographically on beginning college. Ss were followed for 2 yrs, beginning from when they were, on average, 18 yrs of age. Social support from both mother and father and a nonconflictual relationship between parents played an important adaptive role during the transition to young adulthood, as was hypothesized. Cross-sectional and prospective (controlling for initial sociable disposition and adjustment) structural equation models showed that initial parental support was associated with psychological adjustment 2 yrs later both directly and indirectly, through young adults' sociable disposition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Academic self-efficacy and first year college student performance and adjustment.

A longitudinal study of 1st-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Narcissistic injury and its relationship to early trauma, early resources, and adjustment to college.

Used structural equation modeling to test the hypothesized model that the effects of early trauma are buffered by early resources and that these variables, in turn, affect psychological damage and subsequent adjustment. In addition, the utility of the Narcissistic Injury Scale (NIS; S. L. Slyter, 1991), an operationalization of A. Miller's (1981) construct of narcissistic injury, was assessed. 250 students completed questionnaires measuring past trauma, early resources, psychological damage, and adaptation to college. Results supported the reliability and validity of the NIS. Structural equation analyses resulted in a final model with a very good overall fit. The path linking early trauma to psychological damage and then subsequent adjustment accounted for the most variance. The hypothesized buffering effects of early resources were not supported. Counseling and research applications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Separation-individuation and adjustment to college: A longitudinal study": Correction.

Reports an error in the original article by K. G. Rice (Journal of Counseling Psychology, 1992, Vol 39[2], 203–213). A corrected version of Table 7 is presented. (The following abstract of this article originally appeared in record 1992-25243-001.) Aimed to (1) chart late-adolescent individuation from freshman to junior year in college, (2) further examine previously reported sex differences in separation–individuation and college adjustment, and (3) assess the within-year and across-year association between individuation and adjustment. As part of an ongoing longitudinal project, 130 students completed measures of separation–individuation and college adjustment early in their freshman year (D. K. Lapsely et al, 1989). In the present follow-up study, 81 of those original Ss completed measures in their junior year. The results indicated significant increases in individuation from parents over time along most but not all dimensions of individuation for both men and women. Gender specific patterns of individuation/adjustment emerged in freshman and junior year. In general, independence from parents in freshman year did not predict junior year college adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differences and changes among college classes (freshman through graduate levels) in self-ratings of a quality student.

Differences and changes in self-perceptions on characteristics of a quality student among the college classes (freshman through graduate levels) were analyzed for 461 Ss. A rating scale consisting of 37 characteristics was used in collecting the data on which Ss rated themselves on 3 different occasions during the semester. Results of a trend analysis revealed a number of significant differences among the classes, especially between (a) graduates and undergraduates and (b) freshmen and upperclassmen. Significant upward trends were found in 36 of the 37 characteristics. Analysis of 15 interactions, which yielded significant F ratios, revealed some definite patterns describing the different classes and their changes over a semester. Findings were interpreted as characteristics of the college classes. Knowledge of these findings should enhance instructors' attempts to meet the needs of their students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of adolescent–parent relationships in college student development and adjustment.

Tested the hypothesis that the conjoint variance of psychological separation and parental attachment is more strongly related to college student development and adjustment than either set of variables in isolation. Measures of college student development, college student adjustment, psychological separation, and parental attachment were administered to 73 female and 66 male students (mean age 19.1 yrs) attending a large state university in the Northeast. For college student development, there was support for the conjoint hypothesis for the women but not for the men. For college student adjustment, there was no support for the conjoint hypothesis for the women and limited support for the men. The implications of these findings for theory, practice, and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)