A Closer Look at Self-Esteem, Perceived Social Support, and Coping Strategy: A Prospective Study of Depressive Symptomatology Across the Transition to College

Lee, Catherine; Dickson, Daniel; Conley, Colleen S.; Holmbeck, Grayson N.

doi:10.1521/jscp.2014.33.6.560

Cited by 133 publications

(90 citation statements)

References 51 publications

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“…Self-concept is a major component of well-being that has been linked to overall life satisfaction (Marcionetti & Rossier, 2016;Myers & Diener, 1995), positive emotions (Mahon & Yarcheski, 2002), and protection against anxiety and depression (Lee, Dickson, Conley, & Holmbeck, 2014;Ohannessian, Lerner, Lerner, & von Eye, 1994). Self-concept is a multidimensional construct encompassing global self-perceptions as well as specific self-perceptions in diverse domains, such as academics, social interactions, athletics, and physical appearance.…”

Section: Introductionmentioning

confidence: 99%

Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood

Putnick

Hahn

Hendricks

et al. 2019

Child Psychology Psychiatry

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Background Self‐concept has meaningful relations with psychological functioning and well‐being across the life span. Hence, it is important to understand how and when individual differences in multiple domains of self‐concept begin to stabilize and whether individual differences remain stable throughout childhood and adolescence and into early adulthood. Methods We assessed individuals’ (N = 372) scholastic, social, athletic, and physical appearance self‐concepts at five waves over 20 years from age 4 to age 24. Results In general, stability was large, but medium‐sized estimates were obtained for some domains over longer (e.g., 6‐year) intervals. Indirect effects from preschool to early adulthood were small, but from age 14 to 24 were medium to large. Stabilities maintained significance independent of family socioeconomic status and global self‐worth. Stability estimates were similar for boys and girls except over adolescence for scholastic self‐concept, which was more stable for girls than boys. Conclusions Multiple domains of self‐concept constitute stable individual‐difference characteristics, independent of global feelings of self‐worth. Individuals who have high or low self‐concepts early in development tend to maintain their relative standing into early adulthood suggesting points of intervention.

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Section: Introductionmentioning

confidence: 99%

Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood

Putnick

Hahn

Hendricks

et al. 2019

Child Psychology Psychiatry

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show abstract

“…The transition into higher education is a stressful time as university students face multiple stressors such as academic overload, constant pressure to succeed, competition with peers, and in some countries financial burden as well as concerns about future career prospects [1]. While many university students adjust effectively to the university context, a large proportion of students are adversely impacted by stress and are at risk of developing mental health problems [2].…”

Section: Introductionmentioning

confidence: 99%

Psychosocial Moderators of Perceived Stress, Anxiety and Depression in University Students: An International Study

Pidgeon¹,

McGrath²,

Magya³

et al. 2014

JSS

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Extensive research shows university students experience high levels of stress, which can lead to the development of mental health problems such as anxiety and depression. Preliminary evidence supports the role of psychosocial factors such as perceived social support (PSS) and campus connectedness (CC) as protective factors in the development of mental health problems in university students. However, research conducted on the potential ameliorating effects of social support on stress applying Cohen and Wills' (1985) stress-buffering hypothesis produced weak, inconsistent, and even contradictory results. In addition, little attention has been given to examining the protective role of CC in the relationships between perceived stress, anxiety, and depression. The current study examined the applicability of CC and PSS in buffering the relationships been perceived stress, anxiety, and depression across an international sample comprised of university students (N = 206) from Australia, Hong Kong, and the United States. The prediction that CC and PSS would moderate the relationships between perceived stress, anxiety, and depression was partially supported. The results indicated CC moderated the relationship between perceived stress and depression but did not moderate the relationship between perceived stress and anxiety. PSS did not moderate the relationship between perceived stress and depression or the relationship between perceived stress and anxiety, thus rejecting the stress-buffering hypothesis. These findings suggest less emphasis should be placed on PSS as a protective factor, with universities focusing on enhancing CC to reduce the high prevalence of mental health problems to promote psychological wellbeing among students.

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“…The 2017 American College Health Survey found that 61% of college and university students reported experiencing "overwhelming" anxiety on at least one occasion in the previous 12 months, and 39% reported feeling so depressed it was "difficult to function" at least once in the same time period [2]. These numbers reflect the difficulties young people may experience upon entering higher education, including academic pressure [3] [4], managing social demands [5], and developmental changes that may give rise to mental health difficulties [1]. Mental health issues also appear to be increasing over time, leading to increases in the number of students seeking help from university mental health and counseling services [6].…”

Section: Introductionmentioning

confidence: 99%

Supported Internet-Delivered Cognitive Behavioral Therapy Programs for Depression, Anxiety, and Stress in University Students: Open, Non-Randomised Trial of Acceptability, Effectiveness, and Satisfaction (Preprint)

Palacios¹,

Richards²,

Palmer³

et al. 2018

Preprint

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A Closer Look at Self-Esteem, Perceived Social Support, and Coping Strategy: A Prospective Study of Depressive Symptomatology Across the Transition to College

Cited by 133 publications

References 51 publications

Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood

Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood

Psychosocial Moderators of Perceived Stress, Anxiety and Depression in University Students: An International Study

Supported Internet-Delivered Cognitive Behavioral Therapy Programs for Depression, Anxiety, and Stress in University Students: Open, Non-Randomised Trial of Acceptability, Effectiveness, and Satisfaction (Preprint)

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