School of Family Life.
T. Denny Sanford School of Social and Family Dynamics.
Dev Psychol. 2018 Nov;54(11):2181-2192. doi: 10.1037/dev0000598. Epub 2018 Oct 4.
The college transition is uniquely challenging for many first-year students. Few studies have investigated developmental change in students' adjustment across this brief, but significant transition, nor the daily interpersonal dynamics that are associated with adjustment across this same time. Guided by ecological and stage-environment fit frameworks, this study examined trajectories of first-year students' positive and negative affect across the transition to college. Further, we examined daily interactions with parents and friends as predictors of these trajectories. Participants were 146 first-year college students from a large southwestern university entering their first semester of college ( = 17.82, = 0.50). Electronic ecological momentary assessments (EMAs) were administered to students twice weekly (maximum 49 observations) from July to December to assess daily experiences during the transition to college and across the first semester. Multilevel growth analyses showed that students reported a meaningful decrease in positive affect across the first semester, but stable levels of negative affect. Involvement and conflict with parents and friends predicted variability in these average changes, as well as daily affective states. As expected, greater involvement with parents and friends was associated with greater positive and less negative affect, and reports of conflict with parents and friends predicted negative affect experiences. Together, these findings suggest the importance of support from parents and friends during the initial adaptation to college, as well as the potential undermining role of conflict with significant others. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
对于许多一年级学生来说，大学生活的过渡是极具挑战性的。很少有研究调查过学生在这短暂但重要的过渡时期的适应能力的发展变化，也很少有研究调查过与同一时期适应能力相关的日常人际动态。本研究以生态和阶段环境适应度框架为指导，考察了一年级学生在大学过渡期间积极和消极情绪的变化轨迹。此外，我们还考察了与父母和朋友的日常互动作为这些轨迹的预测因素。参与者是来自一所大型西南部大学的 146 名一年级大学生，他们正在上大学的第一个学期（ = 17.82， = 0.50）。从 7 月到 12 月，每周两次向学生发放电子生态瞬间评估（EMA），以评估大学过渡期间和整个第一学期的日常经历。多层次增长分析显示，学生报告说，在第一学期，积极情绪有了明显的下降，但消极情绪保持稳定。与父母和朋友的参与度和冲突程度预测了这些平均变化以及日常情感状态的可变性。正如预期的那样，与父母和朋友的更多参与与更高的积极情绪和更少的消极情绪有关，而与父母和朋友的冲突报告则预测了消极情绪体验。总的来说，这些发现表明，在最初适应大学生活的过程中，来自父母和朋友的支持是很重要的，与重要他人的冲突可能会产生破坏作用。（PsycINFO 数据库记录（c）2018 APA，保留所有权利）。
