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

25 Scopus citations

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 - Jun 2014

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Keywords

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

ASJC Scopus subject areas

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

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