Stability and Change in Parental Attachment and Adjustment Outcomes During the First Semester Transition to College Life

2009 ◽  
Vol 50 (5) ◽  
pp. 521-538 ◽  
Author(s):  
Marnie Hiester ◽  
Alicia Nordstrom ◽  
Lisa M. Swenson
Keyword(s):  
Parental Attachment ◽  
Transition To College ◽  
Stability And Change ◽  
College Life ◽  
First Semester ◽  
Adjustment Outcomes

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.

scholarly journals Organized Activity Involvement Across the Transition to College

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Nicole Arola Anderson ◽  
Brynn Huguenel ◽  
Amy Bohnert ◽  
Colleen Conley
Keyword(s):  
Longitudinal Study ◽  
Positive Affect ◽  
College Adjustment ◽  
Transition To College ◽  
Residential Status ◽  
Activity Involvement ◽  
First Semester ◽  
Activity Intensity ◽  
Multiple Dimensions ◽  
High School To College

This longitudinal study examined multiple dimensions of organized activity involvement during the first semester of college – including intensity, breadth, and continuity– and their relation to college adjustment. Results indicated that organized activity intensity during the first semester was positively associated with optimism, and organized activity continuity discrepancy from high school to college was positively associated with positive affect. Additionally, residential status moderated the relation between organized activity continuity discrepancy and optimism, as well as the relation between organized activity intensity and positive affect. Gender also moderated the relation between organized activity breadth and positive affect.

International Student–Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

2015 ◽  
Vol 35 (2) ◽  
pp. 36-47
Author(s):  
Emily M. Newell
Keyword(s):  
International Student ◽  
Student Athletes ◽  
Transition To College ◽  
Extensive Literature ◽  
Student Athlete ◽  
Domestic Students ◽  
College Life ◽  
International Student Athletes ◽  
Transition Issues ◽  
Adjustment Issues

Through an extensive literature review, student–athlete college transition issues as well as concerns of international student-athletes are identified. Research on general student advising, developmental advising, and mentoring literature points to successful tactics for assisting domestic students, international students, and student-athletes through the transition to college life. This review culminates in a table that combines findings from previous studies into a set of suggested practices for academic advisors working with international student-athletes. Advisors can use this research to support international student-athletes during recruitment and throughout their collegiate career.

Attachment and Student Success During the Transition to College

2013 ◽  
Vol 33 (2) ◽  
pp. 16-28 ◽  
Author(s):  
Robert M. Kurland ◽  
Harold I. Siegel
Keyword(s):  
High School ◽  
Student Success ◽  
Academic Advising ◽  
Transition To College ◽  
Attachment Anxiety ◽  
College Student Success ◽  
Grade Point ◽  
First Semester ◽  
Academic Locus Of Control ◽  
And Gender

We used 2 studies to examine attachment security and college student success. In the 1st study, 85 first-semester students provided information on attachment dimensions and psychological, ethical, and social indices. More anxious students performed worse academically in college than they had in high school and indicated they would be more willing to cheat; they also scored lower on measures of academic locus of control and self-esteem than their peers. Securely attached students reported low levels of depression and anxiety. Findings were supported with regression analysis conducted with controls for attachment avoidance, high school grade-point average, and gender. A 2nd follow-up study showed that college students who had plagiarized papers reported high levels of attachment anxiety. The contribution of attachment theory to academic advising is discussed.

Change in parental and peer relationship quality during emerging adulthood

2018 ◽  
Vol 35 (5) ◽  
pp. 743-769 ◽  
Author(s):  
Laura J. Holt ◽  
Jonathan F. Mattanah ◽  
Michelle W. Long
Keyword(s):  
Relationship Quality ◽  
Help Seeking ◽  
Parental Attachment ◽  
Emotional Functioning ◽  
Peer Attachment ◽  
Social Competencies ◽  
Stability And Change ◽  
Social And Emotional ◽  
College Entry ◽  
Skill Building

We report on two longitudinal studies, where we examined how stability and change in attachment to parents and peers from the first to last year of college were associated with changes in theoretically relevant outcomes. As expected, students with consistently secure parental and peer attachment evidenced the best academic, social, and emotional functioning overall. Participants with “stable secure” parental attachment reported significant increases in their academic and emotional functioning and their social competencies; on the other hand, students with consistently low parental attachment showed a decline in their emotional functioning. Participants with stable secure peer attachment also reported lower overall levels of depression and loneliness, better social competence, and more favorable attitudes about help-seeking. Finally, students who transitioned from lower to higher parental attachment showed significant declines in loneliness; those transitioning from low to high peer attachment evidenced a significant increase in social functioning. We discuss implications for how college-based programming might serve to forestall declines in parental/peer attachment and/or facilitate skill building among students who identify with a more insecure style at college entry.

Chronotype and the Transition to College Life

2011 ◽  
Vol 28 (10) ◽  
pp. 904-910 ◽  
Author(s):  
Laura K. Zimmermann
Keyword(s):  
Transition To College ◽  
College Life
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