This study investigated, through an attachment theoretical lens, the relationship between first-year university students’ personal and academic adjustment and 3 psychosocial resources: parental attachment, student resources (parental support, social support, ways of reducing loneliness, emotion regulation, coping strategies, locus of control), and gender. Participants answered questionnaires relating to their psychosocial resources and post-secondary adjustment in first and second term. These data were analysed using a planned regression analysis. In Term 1, paternal attachment predicted students’ emotional adjustment, with social and personal resources accounting for this relationship, and was related to academic adjustment via locus of control. Maternal attachment predicted academic adjustment. Gender and locus of control predicted academic performance (as measured by grade point average [GPA]). In Term 2, parental attachment predicted emotional adjustment, with social support accounting for this relationship, but academic adjustment was no longer related to paternal attachment. Overall, gender and locus of control predicted academic success. Suggestions are made for developing transitional theoretical models that address psychosocial processes that will help shape responsive institutional programming and planning in support of incoming college students. These recommendations include designing more personalized programs to match students and their family systems where possible and keeping parents/guardians informed of helpful supports for students’ experiences when needed.

Adolescent romantic experiences can have profound developmental significance and may be predictive of future romantic relationships. Despite such potential significance, little is known about the challenges that confront teenage boys when navigating dating relationships. The present study sought to understand how masculine gender norms influence boys’ attitudes and behaviors and the influence of cultural expectations as they anticipate prospective dating relationships. Focus-group discussions were held with adolescent boys ( N = 23), ranging in age from 14 to 18 years, from a multicultural Canadian city. Grounded Theory methodology was used to analyze discussion responses. The Central Category of the grounded theory was Anticipating Getting Experience in Dating, while communicating and benefiting from relationships were subcategories. Masculine Gender Norms arose as the major Contextual Category. The findings demonstrate how these boys attempted to maintain a socially approved masculine status while coincidingly struggling with confidence and the demands of this status. Contextual factors involving peer expectations, social/digital media culture, multicultural context and parents’ expectations additionally contribute to their navigational struggles. Implications for boys’ relational development, in light of masculine gender norms, are addressed. Interventions are suggested to support boys in their development of confidence in romantic communications.