Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being

Abstract

College presents unique opportunities and stressors that challenge psychosocial adjustment. This 4-year longitudinal study examines multiple aspects of adjustment in 5,532 college students from immediately pre-college across each of 4 academic years. Student adjustment generally worsens across the first 2 years in the domains of psychological functioning (decreased self-esteem; increased depression, anxiety, and stress), cognitive-affective strategies (decreased active emotional coping, increased avoidant emotional coping), and social adjustment (decreased social support from friends). The latter 2 years generally witness improvement, though only recovering to pre-college levels in self-esteem and active emotional coping for women, and just the latter for men. Women experience worse initial psychological functioning (more distress and lower self-esteem), though their self-esteem recovers by the end of college. Men exhibit worse friend support and active emotional coping, and a pattern of worsening avoidant emotional coping throughout college. Current findings highlight the first 2 years as an extended transition period when prevention programs may be especially needed.

Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender

“…These findings are a cause for concern. Not only are diagnoses of mood disorders more impairing in women [McLean, Asnaani, Litz, & Hofmann, ], but women also experience elevations in psychological distress during the transition to college [Conley et al, ]. Diagnosis‐specific impairment was also noted, as presence of LD and/or ADHD was associated with increased risk of diagnosis of a psychological disorder.…”

“…Gender and diagnostic comorbidity have been identified as moderators of academic and psychosocial outcomes in a variety of mental health conditions [e.g., depression; Conley, Kirsch, Dickson, & Bryant, ]. However, the potential impact of gender and psychiatric comorbidity are often ignored in ASD studies, and this is particularly true in samples of students enrolled in postsecondary education.…”

First Year Students’ Social-Psychological Adaptation To Higher Education Requirements Factor Analysis

“…Students from complete families adapt to higher education requirements much faster while students from incomplete families, on the contrary, are more vulnerable to maladjustment. Upon a four-year-research of psychological-social adaptation factors among college students, a group of American scientists, Conley, Shapiro, and Huguenel (2018), found out that for the first two years of studying a quarter of students remains adaptation problems which manifest in self-esteem decrease, anxiety, stress and depression, decrease in active emotional coping and lack of social support from the family. Subsequently most of the students get rid of these problems but for the girls this process takes much longer.…”

Developing an intervention course to promote students’ well-being and studying in university context

“…It has been stated that the transition to university is a particularly challenging time for students, because it coincides with the transition to adulthood, and has been shown to be stressful and disruptive for students [7]. During this time students face new challenges and increased responsibilities; young people are moving away from the family home and are exploring their identity in academic and social domains and taking personal responsibility for their own decision making [8].…”