Department of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey, USA.
J Am Coll Health. 2021 Jul;69(5):503-512. doi: 10.1080/07448481.2019.1683017. Epub 2019 Nov 8.
This study examined the relationships among meaning making, military stressor severity, and adjustment to college among student service members/veterans (SSM/Vs).
Participants were 128 SSM/Vs enrolled in postsecondary education from April to June 2016.
Participants completed online self-report rating scales of stressor severity for their most stressful military event, meaning made of that stressor, and adjustment to college.
Regression analyses revealed that made meaning of military stressors was associated with more positive academic, social, and emotional adjustment to college. Stressor severity was not associated with adjustment, nor did made meaning moderate the relationship between stressor severity and adjustment to college.
These findings provide preliminary evidence that making meaning of stressful military experiences can promote academic, social, and emotional adjustment to college among SSM/Vs and has implications for incorporating meaning making strategies into university and clinical programs aimed at promoting adjustment to college in this population.
本研究考察了意义建构、军事应激源严重程度与学生军人/退伍军人（SSM/V）适应大学生活之间的关系。
2016 年 4 月至 6 月期间，共有 128 名接受高等教育的 SSM/V 参与了本研究。
参与者通过在线自我报告量表，对他们经历过的最具压力的军事事件的严重程度、该压力事件的意义建构，以及适应大学生活的情况进行了评估。
回归分析显示，对军事应激源的意义建构与更积极的学业、社交和情绪适应大学生活有关。应激源严重程度与适应无关，意义建构也不能调节应激源严重程度与适应大学生活之间的关系。
这些发现初步表明，对有压力的军事经历进行意义建构可以促进 SSM/V 适应大学生活，对将意义建构策略纳入旨在促进该人群适应大学生活的大学和临床项目具有启示意义。
