Separation-individuation, family cohesion, and adjustment to college: Measurement validation and test of a theoretical model.

Abstract

We examined the relation between adolescent separation-individuation, family cohesion, and college adjustment. A large sample of college students was split into two groups. One group was used to determine whether several measures of separation-individuation were measuring different dimensions of individuation. Two related factors, labeled Positive Separation Feelings and Independence From Parents, emerged from an exploratory factor analysis of the measures. A theoretical model, derived from psychodynamic and family systems perspectives of separationindividuation, was tested on the second group of subjects. The model specified that college adjustment would be predicted by family cohesion, positive separation feelings, and independence from parents. The results indicated that the Positive Separation Feelings factor was a better predictor of college adjustment than Independence From Parents or Family Cohesion.

Conceptualizing parental autonomy support: Adolescent perceptions of promotion of independence versus promotion of volitional functioning.

“…Other studies (e.g., Lopez, Campbell, & Watkins, 1988), however, found that some dimensions of independence are unrelated or even negatively related to adjustment. Notably, if any of these aspects of independence appeared adaptive, it was conflictual independence, that is, being free from feelings of guilt and resentment toward parents (Lapsley & Edgerton, 2002;Rice, Cole, & Lapsley, 1990). However, defined in this way, conflictual independence seems to refer primarily to the quality of the parentchild relationship rather than to the intrapsychic process of becoming independent as such.…”

Psychological Separation and Dimensions of Career Indecision in Secondary School Students

“…The factorial structure fit the proposed theoretical framework. Evidence from the construct validity of the PSI can be inferred from the association between psychological separation and several psychological adjustment variables, such as academic adjustment and the absence of interpersonal problems (Hoffman, 1984;Hoffman & Weiss, 1987;Lopez & Gover, 1993;Lopez, Watkins, Manus, & Hunton-Shoup, 1992;Rice, Cole, & Lapsley, 1990). Still, regarding the construct validity, two studies showed that the independence from parents tends to increase with age for most scales (Lapsley et al, 1989;Rice, 1992).…”

Attachment and Autonomy During Adolescence

“…However, there is a relatively large body of evidence to suggest that autonomous teens adapt relatively well to one particular stressor: adjustment to college. Several studies of late adolescents and young adults have found links between various self -report measures of autonomy (particularly cognitive and emotional autonomy) and both concurrent and longitudinal adjustment to college, including both academic and personal -emotional outcomes Frank et al, 1990 ;Haemmerlie, Steen, & Benedicto, Hoffman, 1984 ;Hoffman & Weiss, 1987 ;Holmbeck & Leake, 1999 ;Lapsley et al, 1989 ;Lopez, Campbell, & Watkins, 1988 ;Palladino & Blustein, 1994 ;Rice, 1992 ;Rice, Cole, & Lapsley, 1990 ). For example, one recent study that utilized the PSI and the EAS found positive predictions between selfreported autonomy from parents and a range of measures of adjustment to college (Beyers & Goossens).…”