Finding Your Niche: Identity and Emotional Support in Emerging Adults' Adjustment to the Transition to College

2013 ◽  
Vol 23 (4) ◽  
pp. 744-761 ◽  
Author(s):  
Margarita Azmitia ◽  
Moin Syed ◽  
Kimberley Radmacher
Keyword(s):  
Emerging Adults ◽  
Emotional Support ◽  
Transition To College

scholarly journals “I Wasn’t Expecting It”: High School Experiences and Navigating Belonging in the Transition to College

2019 ◽  
pp. 216769681988211
Author(s):  
Carly Offidani-Bertrand ◽  
Gabriel Velez ◽  
Claudia Benz ◽  
Micere Keels
Keyword(s):  
High School ◽  
Emerging Adults ◽  
Students Of Color ◽  
School Context ◽  
Transition To College ◽  
College Life ◽  
High School Experiences ◽  
White Institutions ◽  
Qualitative Work ◽  
Racial Ethnic

For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There is a dearth of qualitative work examining how students of color make meaning of their racial-ethnic experiences on campus. Our article draws on a mixed-methods study of Black and Latinx emerging adults’ transition to college to investigate how high school racial-ethnic contexts shape students’ interpretations of experiences of difference on college campuses. There was substantial variation in how Black and Latinx students interpreted experiences of difference on campus and coped with their feelings of otherness, and this variation was predicted by racial-ethnic high school context.

Peer Relationships in Undergraduates With ADHD Symptomatology: Selection and Quality of Friendships

2014 ◽  
Vol 21 (12) ◽  
pp. 1020-1029 ◽  
Author(s):  
Tara E. McKee
Keyword(s):  
Peer Relationships ◽  
Emotional Support ◽  
Symptom Severity ◽  
Longitudinal Research ◽  
Transition To College ◽  
Adhd Symptoms ◽  
Friendship Formation ◽  
The Relationship ◽  
Adhd Symptomatology

Objective: This study investigated the relationships between ADHD symptomatology and friendship formation, social skills, and the quality of specific friendships in college students. Method: A total of 156 students, 75 of whom had high self-reported ADHD symptomatology, participated. Friends of 68 participants completed measures of friendship quality. Results: Students had more positive first impressions of and reported being friends with others whose ADHD symptom severity matched their own. Participants with high ADHD symptoms reported greater difficulty providing emotional support and managing interpersonal conflict than their low-symptom peers. Greater ADHD symptoms in participants and friends were related to reduced quality of specific relationships, but similarity of severity of symptomatology in the dyad benefited the relationship. Conclusion: These findings have implications for the kind of support offered to students with high ADHD symptomatology when they transition to college. Future longitudinal research examining relationships of varying levels of closeness should be conducted.

The Relationship Between Self-Regulatory Strategies, Daily Stress, and Negative Affect in College Females: An Analysis of Typical Levels and Intraindividual Variability

2018 ◽  
Vol 7 (5) ◽  
pp. 319-330
Author(s):  
Alissa Russell ◽  
Samantha F. Anderson
Keyword(s):  
Negative Affect ◽  
Emerging Adults ◽  
Goal Attainment ◽  
Self Regulation ◽  
High Stress ◽  
Goal Commitment ◽  
Transition To College ◽  
Intraindividual Variability ◽  
Regulatory Strategies ◽  
Personal Motivation

Emerging adults exist in a highly transitional time during which they juggle many short-term and long-term goals, all while adjusting to greater independence. This independence may require enhanced personal motivation and self-regulation for successful goal attainment. In the present study, 88 college women reported their use of three self-regulatory strategies (goal commitment, lowering aspirations, and positive reappraisal), then reported current negative affect (NA) and stress thrice daily for 1 week. Results of multilevel modeling demonstrate that goal commitment is associated with significantly reduced intraindividual variability in NA across time points, and lowering aspirations is associated with significantly increased variability. A nonsignificant trend demonstrated that individuals who reported greater use of reappraisal strategies also demonstrated marginally significantly less NA on high-stress occasions. Results inform understanding of self-regulatory development and point toward effective areas of intervention for emerging adults struggling during the transition to college.

Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College

2011 ◽  
Vol 13 (3) ◽  
pp. 383-398 ◽  
Author(s):  
Susan R. Sy ◽  
Kristen Fong ◽  
Rebecca Carter ◽  
Julia Boehme ◽  
Amy Alpert
Keyword(s):  
Emotional Support ◽  
First Generation ◽  
Ethnically Diverse ◽  
Transition To College ◽  
Parent Support ◽  
Female College Students ◽  
First Generation Students ◽  
Students First ◽  
The Relationship ◽  
Generation Female

This study compares first-generation and continuing-generation female college students in terms of: (a) level of parents' emotional and informational support; (b) level of students' stress; and (c) the relationship between both types of parent support and students' stress during the transition to college. We collected survey data from an ethnically diverse sample of 339 young women about to enter college. Results indicate first-generation students perceive less emotional and informational parent support than do continuing-generation students. First-generation students who perceive higher levels of parent emotional support have less stress than those who do not. However, neither type of parent support significantly predicted stress levels for continuing-generation students.

A Longitudinal Study of Mental Health in Emerging Adults

2014 ◽  
Vol 73 (3) ◽  
pp. 135-141 ◽  
Author(s):  
Monica S. Bachmann ◽  
Hansjörg Znoj ◽  
Katja Haemmerli
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Emerging Adults ◽  
Poor Mental Health ◽  
Need Satisfaction ◽  
Computer Assisted ◽  
Consistency Model ◽  
Negative Effect ◽  
The Cross ◽  
Health Model

Emerging adulthood is a time of instability. This longitudinal study investigated the relationship between mental health and need satisfaction among emerging adults over a period of five years and focused on gender-specific differences. Two possible causal models were examined: (1) the mental health model, which predicts that incongruence is due to the presence of impaired mental health at an earlier point in time; (2) the consistency model, which predicts that impaired mental health is due to a higher level of incongruence reported at an earlier point in time. Emerging adults (N = 1,017) aged 18–24 completed computer-assisted telephone interviews in 2003 (T1), 2005 (T2), and 2008 (T3). The results indicate that better mental health at T1 predicts a lower level of incongruence two years later (T2), when prior level of incongruence is controlled for. The same cross-lagged effect is shown for T3. However, the cross-lagged paths from incongruence to mental health are marginally associated when prior mental health is controlled for. No gender differences were found in the cross-lagged model. The results support the mental health model and show that incongruence does not have a long-lasting negative effect on mental health. The results highlight the importance of identifying emerging adults with poor mental health early to provide support regarding need satisfaction.

Contribution of Demographics, Sociological Factors, and Media Usage to Verbal Aggressiveness

2014 ◽  
Vol 26 (2) ◽  
pp. 92-102 ◽  
Author(s):  
Jack Glascock
Keyword(s):  
Emerging Adults ◽  
Peer Influence ◽  
Video Game ◽  
Rap Music ◽  
Verbal Aggression ◽  
Hierarchical Regression ◽  
Music Listening ◽  
Verbal Aggressiveness ◽  
Media Usage ◽  
Sociological Factors

Given the increasing relevance of verbal aggression in today’s society, the goal of this study was to assess the relative contributions of potential demographic and sociological factors. Emerging adults were surveyed, and the data were analyzed using correlations and hierarchical regression. While television viewing, video game playing, and music listening were positively correlated with verbal aggression, only (rap) music listening remained significant when demographic and other sociological influences were factored in. Overall, the hierarchical regression analysis found religiosity, parental and peer influence, quality of neighborhood, sex, and media usage (listening to rap music) to be significant contributors to verbal aggression among emerging adults. Male participants reported more verbally aggressive behavior than women, and African Americans reported more verbal aggression than White respondents. While media usage seems to play a significant, but relatively small role, other demographic and sociological factors such as gender, neighborhood, religion, peers, and parents appear to be major contributors in the development of verbal aggression among emerging adults.

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