Residential mobility as an adaptive experience.

Mann, Philip A.

doi:10.1037/h0033178

Cited by 19 publications

(12 citation statements)

References 7 publications

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“…Although my explanations rest on changes in social network, residential mobility is also associated with a host of other relevant variables, and these variables could be responsible for the links between residential mobility and the self, social relationships, and well-being. For instance, previous research showed that individuals who moved frequently were more autonomous, cognitively complex, and socially skilled (Mann, 1972; see also Leung, Maddux, Galinsky, & Chiu, 2008, for cross-cultural experiences and cognitive complexity). It might be the cognitive complexity and social skills of frequent movers that are driving the diversification of friendship and conditional identification with groups, whereas the autonomy that frequent movers acquired over time might be giving rise to the self-esteem-based well-being.…”

Section: Other Theoretical Considerationsmentioning

confidence: 99%

The Psychology of Residential Mobility: Implications for the Self, Social Relationships, and Well-Being

Oishi

2010

Perspect Psychol Sci

392

383

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Residential mobility is an increasingly important personal and societal issue in both the United States and the world in general. However, it has received relatively limited attention in psychological theorizing and research. This article demonstrates the importance of residential mobility in understanding the self, social relationships, and well-being. Recent research has shown that residential mobility (number of moves for an individual or percentage having moved recently for a neighborhood) is associated with the primacy of the personal over the collective self. It is also associated with "duty-free" friendships and group memberships rather than obligatory friendships and group memberships. Overall, residential mobility is associated with lower levels of well-being at the individual level of analysis. Finally, residential mobility is associated with personal forms of subjective well-being (based on self-esteem, the verification of the personal self) as opposed to interpersonal forms of subjective well-being (based on social support, the verification of the collective selves). In short, residential mobility is a powerful, parsimonious explanatory construct in the self, social relationships, and subjective well-being and may be a key to understanding the future of mind and behavior in the increasingly mobile world.

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Section: Other Theoretical Considerationsmentioning

confidence: 99%

The Psychology of Residential Mobility: Implications for the Self, Social Relationships, and Well-Being

Oishi

2010

Perspect Psychol Sci

392

383

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“…Moreover, research has also shown that moving in early childhood is linked with greater intelligence in adolescence (Goebel 1981). Even earlier research has suggested that residential mobility may be conceptualized as an adaptive experience for education by reducing levels of anxiety on tests (Mann 1972). Unfortunately these last studies are based on very select groups of American adolescents and so, whether or not these effects hold on more representative samples is not entirely clear 2 .…”

Section: The Positive Effects Of Residential Mobilitymentioning

confidence: 99%

“…2 2 The study by Werkman et al. (1981) included children of parents who moved overseas, Goebel’s (1981) study included high school students from two schools in a midwestern community of the United States, and Mann’s (1972) study included undergraduate psychology students from the University of Texas‐Austin. …”

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confidence: 99%

The Long-Term Effect of Childhood Residential Mobility on Educational Attainment

Hango

2006

The Sociological Quarterly

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Moving during childhood has typically been found to have negative effects on educational attainment. The loss of important social relationships is likely the cause. Many studies that examine the effect of residential mobility on education take a relatively short-term view by only looking at the effect for those no older than their late teens or early 20s. However, because many family moves are beneficial to children, in terms of improving their neighborhood or home environment, it is possible that the positive effects of family mobility do not appear until much later. I examine the effect of childhood residential mobility on educational attainment using the 1986 Canadian General Social Survey for individuals aged 25 and over. Results suggest that over the long run, residential mobility in childhood is beneficial for later educational attainment in that those who move between birth and age 15 are more likely to eventually graduate from high school than those who remain in the same community.

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“…Several studies found a family move to be an advantage to a child's emotional and intellectual development. Mann (1972) found that flexibility, autonomy, independence, and cognitive complexity were traits possessed by highly mobile college students to a greater degree than students who were not mobile. Mann attributed the development of these adaptive qualities to diversity of experience that occurs as a result of relocation.…”

Section: Review Of Literaturementioning

confidence: 95%

Relocation stress in adolescent females: depression, anxiety and coping

Puskar

Ladely

1992

Journal of Clinical Nursing

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Summary This descriptive exploratory study estimates the prevalence of depression and anxiety in relocated adolescent females. The sample of 17 adolescent girls, aged 14‐16 years, was recruited from the public high school of a highly mobile suburb of Western Pennsylvania. Subjects had experienced a move within the past 3–18 months. Subjects were interviewed and the following instruments were administered: the Relocation Survey, the Multiple Affect Adjective Checklist, the Mooney Problem Checklist, the Ways of Coping Questionnaire, the Reynolds Adolescent Depression Scale, and the Life Event Record‐Senior High Version. Findings indicated that the initial reaction to the move by 76% of the girls was a feeling of sadness. The part of the move liked least was leaving friends. Eighteen per cent indicated that they lacked confidence in their own ability to adjust to the new school. Three of the 17 subjects (18%) were clinically depressed and 18% suffered moderate levels of anxiety. The most frequently used coping strategy was escape‐avoidance. Results of this study have implications for teachers, parents, school guidance counsellors, school nurses, and the masters‐prepared psychiatric mental health nurse consultant.

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Residential mobility as an adaptive experience.

Cited by 19 publications

References 7 publications

The Psychology of Residential Mobility: Implications for the Self, Social Relationships, and Well-Being

The Psychology of Residential Mobility: Implications for the Self, Social Relationships, and Well-Being

The Long-Term Effect of Childhood Residential Mobility on Educational Attainment

Relocation stress in adolescent females: depression, anxiety and coping

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