Repository logo
 

College student adaptation to childhood adversity: a model of stress and resilience

Simple item page
dc.contributor.authorCole, Megan Twomey, author
dc.contributor.authorRosen, Lee, advisor
dc.contributor.authorDik, Bryan, committee member
dc.contributor.authorSwaim, Randall, committee member
dc.contributor.authorBiringen, Zeynep, committee member
dc.date.accessioned2022-04-21T16:53:01Z
dc.date.available2022-04-21T16:53:01Z
dc.date.issued2010
dc.descriptionCovers not scanned.
dc.descriptionPrint version deaccessioned 2022.
dc.description.abstractA model of resilience was tested in a college sample of 672 students. Data were collected on the association of negative life events and college adjustment. The influence of Neuroticism, coping style, and social/emotional resources was also studied. Structural equation modeling procedures were used to analyze these data, and a moderating effect of gender was hypothesized. Results provided support for the hypothesized model and indicated that stress, Neuroticism, Engagement coping, and social/emotional resources have important implications for adjustment. Specifically, it was found that the experience of negative life events was positively associated with elevated levels of Neuroticism for both men and women. Neuroticism, in turn, was associated with Disengagement coping as well as a decrease in social/emotional resource availability. Neuroticism was also negatively associated with college adjustment, though Neuroticism was somewhat more strongly related to college adjustment for females. Coping styles were also related to the availability of social/emotional resources, such that the use of Engagement coping was associated with greater resource availability. Furthermore, results indicated the presence of a positive relationship between Engagement coping and college adjustment, whereas no relationship was observed between college adjustment and Disengagement coping. Surprisingly, results suggested the presence of no relationship between /emotional resources and adjustment to college. Additional analyses examined social the relationship between life events and adjustment, and it was found that those disproportionately experiencing more negative life events reported poorer college adjustment. Possible explanations for the observed findings are considered. Implications for practice are discussed.
dc.format.mediumdoctoral dissertations
dc.identifier.urihttps://hdl.handle.net/10217/234777
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relationCatalog record number (MMS ID): 991014656779703361
dc.relationBF698.9.A3 C65 2010
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subject.lcshPersonality and academic achievement
dc.subject.lcshResilience (Personality trait)
dc.subject.lcshNeuroses
dc.titleCollege student adaptation to childhood adversity: a model of stress and resilience
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplinePsychology
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ETDF_2010_Summer_Cole_Megan_Twomey.pdf
Size:
22.88 MB
Format:
Adobe Portable Document Format
Download

Collections

2000-2019
Theses and Dissertations