Managing the Transition to College: Family Functioning, Emotion Coping, and Adjustment in Emerging Adulthood

被引:55
作者
Johnson, Vanessa Kahen [1 ]
Gans, Susan E. [1 ]
Kerr, Sandra [1 ]
LaValle, William [1 ]
机构
[1] W Chester Univ, Dept Psychol, W Chester, PA 19383 USA
关键词
SOCIAL SUPPORT; BEHAVIOR; STUDENTS; PATTERNS;
D O I
10.1353/csd.2010.0022
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Using a self-reported assessment of 320 first-time college students, we tested the hypothesis that one's ability to manage emotion moderates the relationship between family environment and college adjustment. Results add to growing evidence that the way one views one's whole family environment during the emerging adulthood years is linked to one's adjustment during normative transition points, such as the college transition. Emotion coping variables also predicted college adjustment over and above the variance accounted for by family factors. The relationship between family expressiveness and social adjustment to college varies depending on emerging adults' emotion coping style. Participants from less expressive families who tend to avoid their emotions reported significantly more difficulty adjusting to college than their peers from more expressive family environments.
引用
收藏
页码:607 / 621
页数:15
相关论文
共 37 条
[1]  
ALEXANDER MS, 1984, CLUSTER ANAL
[2]  
Arnett JJ, 2000, AM PSYCHOL, V55, P469
[3]   MEASURING ADJUSTMENT TO COLLEGE [J].
BAKER, RW ;
SIRYK, B .
JOURNAL OF COUNSELING PSYCHOLOGY, 1984, 31 (02) :179-189
[4]   THE MODERATOR MEDIATOR VARIABLE DISTINCTION IN SOCIAL PSYCHOLOGICAL-RESEARCH - CONCEPTUAL, STRATEGIC, AND STATISTICAL CONSIDERATIONS [J].
BARON, RM ;
KENNY, DA .
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 1986, 51 (06) :1173-1182
[5]  
Bowen M., 1976, FAMILY THER, P337
[6]   Psychological reactance in college students: Family-of-origin predictors [J].
Buboltz, WC ;
Johnson, P ;
Woller, KMP .
JOURNAL OF COUNSELING AND DEVELOPMENT, 2003, 81 (03) :311-317
[7]  
Cumsille P.E., 1994, J FAM PSYCHOL, V8, P202, DOI [DOI 10.1037/0893-3200.8.2.202, 10.1037/0893-3200.8.2.202]
[8]   PERCEIVED PARENTAL SOCIAL SUPPORT AND ACADEMIC-ACHIEVEMENT - AN ATTACHMENT THEORY PERSPECTIVE [J].
CUTRONA, CE ;
COLE, V ;
COLANGELO, N ;
ASSOULINE, SG ;
RUSSELL, DW .
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 1994, 66 (02) :369-378
[9]   Improving young children's social and emotional competence: A randomized trial of the preschool PATHS" curriculum" [J].
Domitrovich C.E. ;
Cortes R.C. ;
Greenberg M.T. .
The Journal of Primary Prevention, 2007, 28 (2) :67-91
[10]  
Fernandez-Berrocal P., 2006, Individual Differences Research, V4, P16