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Identity commitments and coping with a difficult developmental transition.

T M Reischl1, B J Hirsch

  • 1Psychology Research Building, Michigan State University, 48824-1117, East Lansing, Michigan.

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Summary
This summary is machine-generated.

College freshmen on academic probation with strong social identities benefited more from social activities, while academically focused students thrived with academic pursuits. Effective coping aligns with individual social identities for better adjustment.

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Area of Science:

  • Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • College freshmen on academic probation face significant adjustment challenges.
  • Social and academic identities may influence coping strategies and outcomes.
  • Understanding these dynamics is crucial for supporting student success.

Purpose of the Study:

  • To examine how social versus academic identities affect coping and adjustment in college freshmen on academic probation.
  • To identify if coping strategies consonant with identity orientation predict better adjustment.
  • To explore implications for social support and coping across development.

Main Methods:

  • Longitudinal study design with 32 college freshmen on academic probation.
  • Assessment of adjustment indices (depression, life satisfaction, academic performance) at the start and end of the semester.
  • Mid-semester interviews to assess coping responses.

Main Results:

  • Few differences in coping response levels between socially and academically oriented students.
  • Coping effectiveness varied based on alignment with social or academic identity.
  • Social involvements aided socially oriented students; academic involvements aided academically oriented students.

Conclusions:

  • Coping strategies are most effective when they align with an individual's dominant social identity.
  • Tailoring support to students' identity orientations can enhance adjustment and academic outcomes.
  • Findings contribute to understanding identity, coping, and adjustment in developmental contexts.