Development of Self-regulation Abilities as Predictors of Psychological Adjustment Across the First Year of College

Abstract

The first year of college can be a difficult developmental transition for many students, although it is also a time of personal growth and maturation. Little is known about how self-regulation abilities mature across this transition, nor whether maturation predicts better adjustment across the first year. We investigated the development of three self-regulation abilities (constructive thinking, emotional regulation, and mastery) and relations of this development to adjustment (depression, anxiety, and stress) in a sample of 162 first-year students. Data were gathered at two time points: just prior to their attendance at a large public northeastern university and then again at the end of the first year. Results indicated that, on average, students did not increase in their constructive thinking or emotion regulation abilities and actually decreased in their sense of mastery. In bivariate analyses, increases in all three self-regulation abilities were related to better adjustment across the year, effects that remained when examined simultaneously in multiple regression analyses. Further, analyses showed that change in self-regulation abilities, rather than mean levels per se, predicted changes in adjustment over the first year. Implications for interventions to assist students in the development of these selfregulation skills in regard to adjustment are discussed.

Emerging Adulthood, Evolving Worldviews

“…However, this high degree of self-worth endorsement fell significantly from Time 1 to Time 2. This finding echoes Park, Edmondson, and Lee's (2011) finding that college students reported decreases in their selfperceived mastery during their first year at college. In view of recent findings by Park and Gutierrez (2013) demonstrating that self-worth positively predicts well-being (i.e., subjective happiness and life satisfaction) and negatively predicts distress (i.e., depression, stress, and anxiety), diminishing self-worth among emerging adults over time raises cause for concern.…”

Hostility/Anger as a Mediator Between College Students’ Emotion Regulation Abilities and Symptoms of Depression, Social Anxiety, and Generalized Anxiety

“…From a clinical perspective, cognitive behavioral interventions (e.g., Conradi, de Jonge, & Ormel, 2008) and mindfulness based interventions (Borders et al, 2010) that are effective in reducing rumination may also be effective in reducing hostility/anger. Also, teaching mood regulation skills, improving ER expectancies, and reducing avoidance of emotion can be potentially relevant in reducing the risk for internalizing problems (Brockmeyer et al, 2012;Feldman, Harley, Kerrigan, Jacobo, & Fava, 2009;Fergus, Bardeen, & Orcutt, 2013;Park, Edmondson, & Lee, 2012). Overall, given that hostility/anger is related to negative outcomes beyond internalizing symptoms, including a lesser likelihood of gaining permanent employment (Virtanen et al, 2005), such feelings may be worth addressing in therapy or contexts that aim to enhance college students' interpersonal skills and self-efficacy in interpersonal situations for the goal of improving their psychological adjustment.…”

Differences in psychological and affective well-being between physicians and resident physicians: Does high and low self-regulation capacity matter?

“…For example, Hofer et al (2011) found that university students with pronounced self-regulatory capabilities had higher levels of well-being. Park et al (2012) observed that self-regulation competence was significantly related to positive adjustment (e.g., lower depression, anxiety, and stress) among university students. Moreover, Tangney et al (2004) demonstrated that students' self-control, a central self-regulation sub-process, predicted low psychopathological symptoms, and better interpersonal relationships.…”