Department of Psychology, Brandon University, Brandon, MB, Canada.
Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain.
Scand J Psychol. 2020 Aug;61(4):527-534. doi: 10.1111/sjop.12625. Epub 2020 Feb 12.
Identity distress, psychological symptoms, and adjustment to university (academic, social, and person-emotional) were examined among students in Spain (N = 241; M = 19.0 (1.6), Md = 19; 84% female) and Canada (N = 531; M = 19.8 (2.2), Md = 19; 82% female). The expected positive relationships were found between these variables. Similarly, increased identity distress of Spanish students and greater maladjustment at university for those in Canada were associated with contextual differences in the respective environments. Psychological problems mediated the linkages between identity distress with academic, social, and person-emotional functioning at university, respectively. Also, psychological problems and context/country were independent predictors of students' identity distress. Findings underscore the importance of examining contextual factors that influence student adjustment to university in relation to identity development and mental health and they offer suggestions for further research and counseling services.
身份困扰、心理症状以及对大学（学术、社交和个人情感）的适应在西班牙（N=241；M=19.0（1.6），Md=19；84%女性）和加拿大（N=531；M=19.8（2.2），Md=19；82%女性）的学生中进行了研究。这些变量之间存在预期的正相关关系。同样，西班牙学生的身份困扰增加和加拿大学生在大学的适应不良与各自环境中的背景差异有关。心理问题分别在身份困扰与大学学术、社交和个人情感功能之间的联系中起中介作用。此外，心理问题和背景/国家是学生身份困扰的独立预测因素。研究结果强调了在与身份发展和心理健康相关的情况下，检查影响学生适应大学的背景因素的重要性，并为进一步的研究和咨询服务提供了建议。
