Transitioning From High School to College

Relations of Social Support, Ego-Resiliency, and Maladjustment During Emerging Adulthood

Zoe E. Taylor, Leah Doane, Nancy Eisenberg

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

During the transition from high school to college, youths navigate increasingly adult roles, take on new academic and economic responsibilities, and forge new social networks. We examined longitudinal relations among internalizing symptoms (depression and anxiety), perceived social support, and the personality trait of ego-resiliency across three time points at the end of high school and during the first year of college (N = 82). Internalizing symptoms were concurrently negatively correlated with perceived social support from friends and family as well as with ego-resiliency, and ego-resiliency was positively, concurrently correlated with perceived social support from friends. Across time, internalizing symptoms were negatively associated with perceived social support from friends, whereas ego-resiliency was positively associated with perceived social support from family. Findings demonstrate the potential importance of coping resources for youths' mental health and highlight the negative associations between internalizing symptoms and later perceptions of social support during this transitional stage.

Original languageEnglish (US)
Pages (from-to)105-115
Number of pages11
JournalEmerging Adulthood
Volume2
Issue number2
DOIs
StatePublished - 2014

Fingerprint

Ego
Social Support
adulthood
social support
school
personality traits
social network
coping
Personality
mental health
Mental Health
anxiety
Anxiety
Economics
responsibility
Depression
resources
economics

Keywords

  • anxiety
  • college
  • depression
  • emerging adulthood
  • resilience
  • social support

ASJC Scopus subject areas

  • Life-span and Life-course Studies
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology

Cite this

@article{a3a7720b7566415da2e2382125d69e4f,
title = "Transitioning From High School to College: Relations of Social Support, Ego-Resiliency, and Maladjustment During Emerging Adulthood",
abstract = "During the transition from high school to college, youths navigate increasingly adult roles, take on new academic and economic responsibilities, and forge new social networks. We examined longitudinal relations among internalizing symptoms (depression and anxiety), perceived social support, and the personality trait of ego-resiliency across three time points at the end of high school and during the first year of college (N = 82). Internalizing symptoms were concurrently negatively correlated with perceived social support from friends and family as well as with ego-resiliency, and ego-resiliency was positively, concurrently correlated with perceived social support from friends. Across time, internalizing symptoms were negatively associated with perceived social support from friends, whereas ego-resiliency was positively associated with perceived social support from family. Findings demonstrate the potential importance of coping resources for youths' mental health and highlight the negative associations between internalizing symptoms and later perceptions of social support during this transitional stage.",
keywords = "anxiety, college, depression, emerging adulthood, resilience, social support",
author = "Taylor, {Zoe E.} and Leah Doane and Nancy Eisenberg",
year = "2014",
doi = "10.1177/2167696813506885",
language = "English (US)",
volume = "2",
pages = "105--115",
journal = "Emerging Adulthood",
issn = "2167-6968",
publisher = "SAGE Publications Ltd",
number = "2",

}

TY - JOUR

T1 - Transitioning From High School to College

T2 - Relations of Social Support, Ego-Resiliency, and Maladjustment During Emerging Adulthood

AU - Taylor, Zoe E.

AU - Doane, Leah

AU - Eisenberg, Nancy

PY - 2014

Y1 - 2014

N2 - During the transition from high school to college, youths navigate increasingly adult roles, take on new academic and economic responsibilities, and forge new social networks. We examined longitudinal relations among internalizing symptoms (depression and anxiety), perceived social support, and the personality trait of ego-resiliency across three time points at the end of high school and during the first year of college (N = 82). Internalizing symptoms were concurrently negatively correlated with perceived social support from friends and family as well as with ego-resiliency, and ego-resiliency was positively, concurrently correlated with perceived social support from friends. Across time, internalizing symptoms were negatively associated with perceived social support from friends, whereas ego-resiliency was positively associated with perceived social support from family. Findings demonstrate the potential importance of coping resources for youths' mental health and highlight the negative associations between internalizing symptoms and later perceptions of social support during this transitional stage.

AB - During the transition from high school to college, youths navigate increasingly adult roles, take on new academic and economic responsibilities, and forge new social networks. We examined longitudinal relations among internalizing symptoms (depression and anxiety), perceived social support, and the personality trait of ego-resiliency across three time points at the end of high school and during the first year of college (N = 82). Internalizing symptoms were concurrently negatively correlated with perceived social support from friends and family as well as with ego-resiliency, and ego-resiliency was positively, concurrently correlated with perceived social support from friends. Across time, internalizing symptoms were negatively associated with perceived social support from friends, whereas ego-resiliency was positively associated with perceived social support from family. Findings demonstrate the potential importance of coping resources for youths' mental health and highlight the negative associations between internalizing symptoms and later perceptions of social support during this transitional stage.

KW - anxiety

KW - college

KW - depression

KW - emerging adulthood

KW - resilience

KW - social support

UR - http://www.scopus.com/inward/record.url?scp=84899682820&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84899682820&partnerID=8YFLogxK

U2 - 10.1177/2167696813506885

DO - 10.1177/2167696813506885

M3 - Article

VL - 2

SP - 105

EP - 115

JO - Emerging Adulthood

JF - Emerging Adulthood

SN - 2167-6968

IS - 2

ER -