A Preliminary Assessment of Adjustment Disorder Among First-Year College Students

Rodgers, Laura S.; Tennison, Linda R.

doi:10.1016/j.apnu.2008.05.007

Cited by 51 publications

(39 citation statements)

References 29 publications

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“…Previous research suggests that the major causes of college attrition are related to psychological as well as academic factors (Brooks & DuBois, 1995;Kerr, Johnson, Gans, & Krumrine, 2004;Van Heyningen). The emotional or psychological aspects (e.g., depressive symptoms, anxiety symptoms, and ''homesickness'') of the transition to college have been considered by some to have a more significant role in successful overall adjustment compared with academic aspects (e.g., problems with workload, specific courses, or majors; Rodgers & Tennison, 2009).…”

Section: Introductionmentioning

confidence: 99%

Executive Functions, Depressive Symptoms, and College Adjustment in Women

Wingo

Kalkut

Tuminello

et al. 2013

Applied Neuropsychology: Adult

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Many students have difficulty adjusting to college, and the contribution of academic and relational factors have been considered in previous research. In particular, depression commonly emerges among college women at this time and could be related to poor adjustment to college. This study examined the relationship between executive functions, depressive symptoms, and college adjustment in college women. Seventy-seven female participants from a midsize urban university completed the Wechsler Abbreviated Scale of Intelligence, College Adjustment Scale, Beck Depression Inventory-Second Edition, Behavior Rating Inventory of Executive Function-Adult Version, and four subtests from the Delis-Kaplan Executive Function System: the Trail-Making Test, Design Fluency Test, Verbal Fluency Test, and Color-Word Interference Test. After controlling for IQ score, hierarchical regression analyses showed that subjective and objective measures of executive functioning and depressive symptoms were significantly related to college adjustment problems in academic, relational, and psychological areas. The current study provides evidence for a relationship between cognitive abilities, psychiatric symptoms, and college adjustment.

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Section: Introductionmentioning

confidence: 99%

Executive Functions, Depressive Symptoms, and College Adjustment in Women

Wingo

Kalkut

Tuminello

et al. 2013

Applied Neuropsychology: Adult

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“…2, 3 Reasons for sleep problems include increased academic demands, procrastination, disruptive living conditions, and not wanting to miss important social developments. 4 Most often, these social developments are communicated through the use of technology (i.e., texts and phone calls). 5 Although technology use among adolescents appears to have reached a plateau, 6 technology use continues to be identified as an important variable that impacts sleep quality and quantity.…”

Section: Introductionmentioning

confidence: 99%

Sleep Quality as a Mediator Between Technology-Related Sleep Quality, Depression, and Anxiety

Adams

Kisler

2013

Cyberpsychology, Behavior, and Social Networking

139

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This study examines (a) relations among technology use during sleep time, sleep quality, and depression/anxiety and (b) time awake due to technology use. Two hundred thirty-six college students completed self-report questionnaires and week-long sleep diaries. Results revealed that 47 percent of students reported night-time waking to answer text messages and 40 percent to answer phone calls. Regression analyses indicated that higher levels of technology use after the onset of sleep predicted poorer sleep quality, and poorer sleep quality predicted symptoms of depression/anxiety. Finally, sleep quality is a mediator between technology use after the onset of sleep and depression/anxiety. College students who have difficulty setting boundaries around technology use may be at increased risk for psychological health concerns.

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“…Furthermore, the new university environment can be intimidating and anxiety provoking for students for a number of other reasons, including taking first examinations and completing required papers, public speaking, and encountering thousands of other university students (Rodgers & Tennison, 2009). Recent research conducted in the United Kingdom showed that psychological wellbeing in students decreased significantly from before starting university to the first semester (Bewick, Koutsopoulou, Miles, Slaa, & Barkham, 2010).…”

mentioning

confidence: 99%

Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students

Morton

Mergler

Boman

2013

Aust. j. guid. couns.

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Students making the transition from high school to university often encounter many stressors and new experiences. Many students adjust successfully to university; however, some students do not, often resulting in attrition from the university and mental health issues. The primary aim of the current study was to examine the effects that optimism, self-efficacy, depression, and anxiety have on an individual's life stress and adaptation to university. Eighty-four first-year, full-time students from the Queensland University of Technology (60 female, 24 male) who had entered university straight from high school completed the study. Participants completed a questionnaire assessing their levels of optimism, self-efficacy, depression, anxiety, perceived level of life stress and adaptation to university. In line with predictions, results showed that optimism, depression, and anxiety each had a significant relationship with students' perceived level of stress. Furthermore, self-efficacy and depression had a significant relationship with adaptation to university. We conclude that students with high levels of optimism and low levels of depression and anxiety will adapt better when making the transition from high school to university. In addition, students with high levels of self-efficacy and low levels of depression will experience less life stress in their commencement year of university. The implications of this study are outlined.People typically experience many changes in their lives as they transition, for example, from school to work to retirement, or from dependent relationships to peer relationships to parenting relationships. Entry into a new life phase introduces new information and experiences to which people must adapt. In every life transition period, individuals are confronted with imposing and sometimes threatening life

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A Preliminary Assessment of Adjustment Disorder Among First-Year College Students

Cited by 51 publications

References 29 publications

Executive Functions, Depressive Symptoms, and College Adjustment in Women

Executive Functions, Depressive Symptoms, and College Adjustment in Women

Sleep Quality as a Mediator Between Technology-Related Sleep Quality, Depression, and Anxiety

Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students

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