Cousins Chris, Servaty-Seib Heather L, Lockman Jennifer
1 Department of Educational Studies, Purdue University, West Lafayette, USA.
Omega (Westport). 2017 Mar;74(4):386-409. doi: 10.1177/0030222815598911. Epub 2016 Aug 3.
The present study examined the coping-related predictors of four domains of college adjustment (i.e., academic, social, personal or emotional, and institutional attachment) for bereaved and nonbereaved students ( N = 225). Findings indicated that support from friends was positively associated with academic and social adjustment and institutional attachment and that avoidant emotional-focused coping was negatively associated with all domains of adjustment for both bereaved and nonbereaved students. Interaction effects indicated that institutional attachment was lower at high levels of problem-focused coping for bereaved students and that bereaved students exhibited lower levels of both social adjustment and institutional attachment at low levels of family support, whereas nonbereaved students exhibited lower social adjustment at high levels of family support. Directions for future research and implications for practice and higher education policy are offered.
本研究考察了丧亲学生和非丧亲学生（N = 225）在大学适应四个领域（即学业、社交、个人或情感以及对学校的归属感）中与应对方式相关的预测因素。研究结果表明，来自朋友的支持与学业、社交适应以及对学校的归属感呈正相关，而回避型情绪聚焦应对方式与丧亲学生和非丧亲学生在所有适应领域均呈负相关。交互效应表明，丧亲学生在高水平问题聚焦应对方式下对学校的归属感较低，丧亲学生在低水平家庭支持下社交适应和对学校的归属感水平均较低，而非丧亲学生在高水平家庭支持下社交适应水平较低。本文还提供了未来研究的方向以及对实践和高等教育政策的启示。
