One understudied aspect of first-year students’transition to university is their relationship with parents. This study investigates the contributions that perceived parenting style, current relationships with parents, and psychological well-being variables make toward perceived overall adjustment to university, from both socio/emotional adaptation perspectives and actual academic achievement. Data were collected from a sample of 408 (116 males and 292 females) first-year students attending university in a large metropolitan Canadian city. Results indicated that mutual reciprocity and discussion with parents, as well as the psychological well-being variables, have direct links to adjustment to university. There was an indirect, positive relationship between authoritative parenting and adaptation variables. Furthermore, the predictor variables differed by both gender and outcome measures. Interpretation of these results, their congruence within the context of the theoretical frameworks, and practical implications are discussed.

In a study of new friendships and adjustment among 1st-year university students, students at six Canadian universities completed questionnaires that assessed the quality of new friendships and adjustment during their first academic year. In-depth, face-to-face interviews about students' new friendships were conducted with a subsample of these students. Results indicated a significant positive relation between quality of new friendships and adjustment to university; this association was stronger for students living in residence than for those commuting to university. The interview data provided insight into the processes through which the relation between quality of new friendships and adjustment occurs. Results are discussed in terms of the importance of new friendships in helping individuals to adjust to a new social environment.

Persistence to graduation was investigated with 944 (272 males, 672 females) undergraduate students at a large, commuter Canadian university. Within six years, 57.9% of the students had graduated, 9% remained enrolled, and 33.1% were not enrolled or graduated. Results indicate that gender, parental support, stress, depression, and first-year GPA were direct predictors of persistence. When Baker and Siryk's (1985) adaptation scales were added to the model, social adaptation and goal and school commitment became direct predictors in addition to parental support and first-year GPA, whereas high school average and academic adaptation were indirect predictors of graduation. Results indicate that the predictors of persistence to graduation are not the same as the predictors of the transition to university. ResumeLa persistance en vue de l'obtention d'un diplome a 6t€ tudi^e dans un groupe de 944 ^tudiants du premier cycle (272 hommes; 672 femmes) d'une grande university canadienne sans residences. Durant une periode de six ans, 57,9 % des ^tudiants ont obtenu leur diplome, 9 % sont demeur^s inscrits et 33,

In individual interviews, 80 children from ages 4 to 8 years predicted which of 5 emotions they would feel, and how intensely, to 15 affect-laden situations. The results indicate that responses involve 3 dimensions of emotion cognition (intensity, multiplicity, and valence) that emerge in a developmental sequence. Four-year-olds predict experiencing one emotion of varying intensity to a situation (Level A). They also predict experiencing multiple emotions, but at maximum intensity and the same valence (Level B). By age 6, children predict experiencing multiple emotions of varying intensity but the same valence (Level C). Children around age 8 predict multiple emotions of varying intensity and opposite valence (Level D). The number of emotions experienced at one time and accuracy also increased with development.

The present study investigates the characteristics which differentiate between first-year university students who maintain their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size and ethnic diversity. Data were collected in August, prior to the start of school, and in November of first year. Multivariate analyses indicated significant group differences between Maintainers and Decliners on familial variables (gender, fathers' education level, but not family income, parental reciprocity, parental support or immigrant/generational status), psychological well-being (perceived stress in August and November, and November depression, self-esteem and health), and university adjustment (university plans, transition perception, time management and university adaptation). The current study addresses a gap in the existing academic achievement literature, while providing practical information to students, parents, and educators involved in the transition to university.