Achieving status and reducing loneliness during the transition to college: The role of entitlement, intrasexual competitiveness, and dominance

2021 ◽  
Author(s):  
Danny Rahal ◽  
Melissa R. Fales ◽  
Martie G. Haselton ◽  
George M. Slavich ◽  
Theodore F. Robles
Keyword(s):  
Transition To College

Trajectories of positive and negative affect across the transition to college: The role of daily interactions with parents and friends.

2018 ◽  
Vol 54 (11) ◽  
pp. 2181-2192 ◽  
Author(s):  
Adam A. Rogers ◽  
Kimberly A. Updegraff ◽  
Masumi Iida ◽  
Thomas J. Dishion ◽  
Leah D. Doane ◽  
...  
Keyword(s):  
Negative Affect ◽  
Transition To College ◽  
Positive And Negative Affect ◽  
Daily Interactions

scholarly journals The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults

2021 ◽  
Vol 18 (2) ◽  
pp. 522
Author(s):  
Claudia López-Madrigal ◽  
Jesús de la Fuente ◽  
Javier García-Manglano ◽  
José Manuel Martínez-Vicente ◽  
Francisco Javier Peralta-Sánchez ◽  
...  
Keyword(s):  
Young Adults ◽  
Coping Strategies ◽  
Self Regulation ◽  
Well Being ◽  
Transition To College ◽  
Developmental Factors ◽  
Gender And Age ◽  
And Gender ◽  
As Stress

Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people’s resources to face adversity.

scholarly journals Embracing me-time: Motivation for solitude during transition to college

2018 ◽  
Author(s):  
Thuy-vy Thi Nguyen ◽  
Kaitlyn M. Werner ◽  
Bart Soenens
Keyword(s):  
Autonomous Motivation ◽  
The United States ◽  
Transition To College ◽  
First Year ◽  
College Life ◽  
Time Points ◽  
First Year College ◽  
Social Belonging ◽  
First Year College Students

The present research examined the role of university students’ motivation for spending time alone in their adjustment to college life, as well as the parenting correlates of students’ healthy motivation for solitude. Two studies were conducted on first-year college students in the United States (n = 147) and Canada (n = 223). In Study 1, data was collected at three different time points, separated by two-week intervals. In Study 2, data was collected at two different time points, separated by a month. The results revealed that, for those who reported perceiving lower social belonging, approaching solitary time for autonomous reasons was linked to greater self-esteem (Study 1), and greater sense of relatedness to others and lower loneliness (Study 2). These findings suggest that endorsing a healthy motivation for solitude is not necessarily indicative of social ill-being. Additionally, students’ autonomous motivation for spending time alone was associated with having parents that are autonomy supportive and that promote a sense of independence.

The role of five-factor model traits in predicting physical and verbal aggression during the transition to college.

2021 ◽  
Author(s):  
Tianqiang Hu ◽  
Courtland S. Hyatt ◽  
Fangyuan Ding ◽  
Ying Xia ◽  
Lili Wu ◽  
...  
Keyword(s):  
Factor Model ◽  
Five Factor Model ◽  
Verbal Aggression ◽  
Transition To College

Social Anxiety and Relationship Formation During the College Transition: Self-Verification, Self-Image, and Victimization

2017 ◽  
Vol 31 (2) ◽  
pp. 136-148
Author(s):  
David P. Valentiner ◽  
John J. Skowronski ◽  
Nina S. Mounts ◽  
Jacob B. Holzman
Keyword(s):  
Social Anxiety ◽  
Self Esteem ◽  
Transition To College ◽  
Social Self ◽  
Relationship Formation ◽  
Self Image ◽  
High Social Anxiety ◽  
Verification Model ◽  
Sociometric Ratings

This study tested a self-verification model of social anxiety in the context of relationship formation during the transition to college. Incoming college freshmen (N = 68) completed measures of social anxiety and social self-esteem at the beginning of college and 10 weeks later. Using sociometric ratings completed 10 weeks later, relational victimization appeared to be a unitary construct and not distinct from physical victimization. Participants with low social self-esteem at Time 1 were subsequently seen as victimized, reported disliking spending time at Time 2 with peers who reported liking them, and reported high social anxiety at Time 2 even in the absence of subsequent victimization. The implications of these results for understanding the role of self-verification processes in the maintenance of self-image and social anxiety are discussed.

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