Relational Health, Attachment, and Psychological Distress in College Women and Men
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| Title: | Relational Health, Attachment, and Psychological Distress in College Women and Men |
|---|---|
| Language: | English |
| Authors: | Frey, Lisa L., Beesley, Denise, Miller, Merle R. |
| Source: | Psychology of Women Quarterly. Sep 2006 30(3):303-311. |
| Availability: | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp. |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Attachment Behavior, Parent Child Relationship, College Students, Peer Relationship, Anxiety, Mentors, Predictor Variables, Gender Differences, Models, Higher Education, Interpersonal Relationship, Personality Traits, Stress Variables, Student Participation |
| DOI: | 10.1111/j.1471-6402.2006.00298.x |
| ISSN: | 0361-6843 |
| Abstract: | This study examines relational health, parental attachment, and psychological distress in college men and women from the perspective of the relational-cultural model (Jordan, Kaplan, Miller, Stiver, & Surrey, 1991; Miller, 1984). Peer, mentor, and community relationships, as well as secure parental attachment and year in school, were hypothesized to predict psychological distress, although predictive patterns were expected to differ in women and men. Overall, results supported the hypotheses. Secure parental attachment predicted decreased distress for both women and men. Authentic, empowered, and engaged community relationships significantly predicted decreased distress for women and men. However, for women, peer relational quality was also a significant predictor. The relational-cultural model, which suggests that differentiation and the "felt sense of self" (Jordan, 1997, p. 15) evolve through meaningful connections with others rather than as a result of the separation-individuation process, is applied as a framework for interpreting the findings. |
| Abstractor: | Author |
| Number of References: | 64 |
| Entry Date: | 2006 |
| Accession Number: | EJ741388 |
| Database: | ERIC |
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