COLLEGE STUDENT PSYCHOLOGICAL WELL-BEING DURING THE TRANSITION TO COLLEGE: EXAMINING INDIVIDUATION FROM PARENTS.
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| Title: | COLLEGE STUDENT PSYCHOLOGICAL WELL-BEING DURING THE TRANSITION TO COLLEGE: EXAMINING INDIVIDUATION FROM PARENTS. |
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| Authors: | Yelle, Den, Kenyon, Baete, Koerner, Susan Silverberg |
| Source: | College Student Journal. Dec2009 Part A, Vol. 43 Issue 4, p1145-1160. 16p. 2 Charts. |
| Subjects: | Education research, College students, Mental health of students, Mental depression, Self-efficacy, Psychological well-being, Individuation (Psychology), Separation-individuation, Group identity |
| Geographic Terms: | United States |
| Abstract: | Problem: The present study examined whether incoming college student individuation from parents was associated with later well-being and adjustment to college. Method: Data were collected via online surveys with incoming college freshmen (during the summer or first week of class, follow-up three months later). Results: Analyses revealed that college students in the "individuated" group (high connectedness and high separateness) upon entering college had higher psychological well-being (i.e., fewer psychosomatic and depressive symptoms, and somewhat higher positive affect) three months later than students low on connectedness and separateness from parents ("ambiguous" group). However, there were no differences by individuation group on the college-specific outcomes. Conclusions: These findings suggest that there is a clear benefit to college student mental health of being simultaneously emotionally connected to and functionally independent from parents; the findings can help inform college preparation and orientation programs. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Problem: The present study examined whether incoming college student individuation from parents was associated with later well-being and adjustment to college. Method: Data were collected via online surveys with incoming college freshmen (during the summer or first week of class, follow-up three months later). Results: Analyses revealed that college students in the "individuated" group (high connectedness and high separateness) upon entering college had higher psychological well-being (i.e., fewer psychosomatic and depressive symptoms, and somewhat higher positive affect) three months later than students low on connectedness and separateness from parents ("ambiguous" group). However, there were no differences by individuation group on the college-specific outcomes. Conclusions: These findings suggest that there is a clear benefit to college student mental health of being simultaneously emotionally connected to and functionally independent from parents; the findings can help inform college preparation and orientation programs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01463934 |
