Moving Away and Reaching Out: Young Adults’ Relational Maintenance and Psychosocial Well-Being During the Transition to College

Burke, Tricia J.; Ruppel, Erin K.; Dinsmore, Dana R.

doi:10.1080/15267431.2016.1146724

Cited by 24 publications

(15 citation statements)

References 25 publications

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“…PSS also has a high internal consistency reliability. Of the recent studies that used the instrument to measure mental health of U.S. college students, Cronbach's alpha was around 0.83 to 0.87, which exceeded the commonly used cut-off of 0.70 (Adams et al, 2016;Burke et al, 2016;Samaha & Hawi, 2016). We used the General Anxiety Disorder 7-item (GAD-7) scale to measure anxiety.…”

Section: Variablesmentioning

confidence: 99%

Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use of Mental Health Services

2021

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Section: Variablesmentioning

confidence: 99%

Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use of Mental Health Services

2021

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“…The move to university requires many adjustments, including adapting to increased personal responsibility for academic work and self-care and increased freedom (Blair, 2017;Credé & Niehorster, 2012;Fromme, Corbin, & Kruse, 2008;Smith & Zhang, 2008;Venezia & Jaeger, 2013). These changes in freedom and responsibility impact student well-being and achievement (Burke, Ruppel, & Dinsmore, 2016;Richardson, Abraham, & Bond, 2012;Stamp et al, 2015). To determine how to support success during this transition, in the areas of both well-being and academic success, it is important to examine the factors that impact these outcomes.…”

Section: Introductionmentioning

confidence: 99%

Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year

Wilcox

Nordstokke

2019

Canadian Journal of Higher Education

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Understanding personal factors that contribute to university student satisfaction with life is important in order to determine how we can better prepare students for the transition to post-secondary education and support them during this transition. This study examined predictors of university student satisfaction with life, academic self-efficacy, and self-reported academic achievement in their first year of university. First-year students (n = 66) completed selfreport measures of academic achievement, university well-being, satisfaction with life, personality, and mental health. A linear regression analysis approach was applied to the data. Results indicated that academic satisfaction and school connectedness predicted satisfaction with life but that academic self-efficacy and college gratitude did not, conscientiousness predicted academic self-efficacy, college well-being predicted self-reported achievement, and anxiety predicted achievement but depression did not. This study highlights the importance of understanding the personal factors that influence well-being and achievement during the transition to university.

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Section: Discussionmentioning

confidence: 99%

“…Students who are more inclined to become an affiliated member and enroll in an university-based CDN chapter might also be maintaining relatively strong relationships with her parents, providing the case for how one source of support can alter the effects of the other source of support. 29,30 Implications for the Diabetes Educator For the health care professional engaged in diabetes education, understanding these barriers faced by young adults with diabetes may help with development of holistic, focused, tailored diabetes education. By engaging the young adult where they are at and identifying their struggles that may not be directly related to their A1C provides opportunity for open honest dialogue.…”

Section: Limitationsmentioning

confidence: 99%

Positive Health Benefits of Peer Support and Connections for College Students With Type 1 Diabetes Mellitus

et al. 2018

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Purpose The purpose of this study is to examine the characteristics and health outcomes of college students with type 1 diabetes mellitus (T1DM) as it relates to membership in a local university-based diabetes student organization. Methods This descriptive, correlational research design is a secondary analysis of data. The sample consisted of nationally representative young adults in college (n = 317) between 18 and 30 years of age who were diagnosed with T1DM. Data were collected during April 2017 using a secure electronic diabetes management survey to inquire about self-reported barriers to diabetes management, hypoglycemia, and diabetic ketoacidosis of members of a diabetes organization. Results Students were evenly distributed from freshman to senior year of college with a slight decrease at the graduate level. Students who were affiliated members of a student-led diabetes student organization were less likely to report increased levels of isolation, depressive symptoms, and anxiety related to their diabetes than were general members. Conclusion Participation in a university-based diabetes student organization on campus and connecting with other college students with diabetes may have health benefits. In conclusion, the current study underscores the potential importance of peer-led, diabetes-specific support for adolescents emerging into adulthood.

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Moving Away and Reaching Out: Young Adults’ Relational Maintenance and Psychosocial Well-Being During the Transition to College

Cited by 24 publications

References 25 publications

Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use of Mental Health Services

Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use of Mental Health Services

Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year

Positive Health Benefits of Peer Support and Connections for College Students With Type 1 Diabetes Mellitus

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