A time-series analysis of new students' adaptation to university

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  • 大学新入生の適応に関する追跡的研究
  • ダイガク シンニュウセイ ノ テキオウ ニ カンスル ツイセキテキ ケンキュウ

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A time-series analysis tested the hypothesis that social support both reduces stress and enhances self-esteem, and thus decreases anxiety. The relationship between support types and adjustment types was also examined. One hundred thirty-five freshmen, who had both parents and at least a sibling, participated in the study. They filled out a questionnaire four times (in April, June, September, and December), which measured social support received from family members, same-and opposite-sex friends of both pre- and post-admission, a romantic partner, an older student, and a professor. Scales also measured stress, self-esteem, and anxiety. Path analysis showed that with minor variations, support from same- and opposite-sex friends of both pre- and post-admission enhanced self-esteem and thus reduced anxiety. Cluster analysis on social support scales revealed eight types: dependent (on pre-admission friends and post-admission same-sex friends), sociable, solitary, and so on. Six types were also found in relation to stress, self-esteem, and anxiety: consistent over time (on the three), emotionally unstable, emotionally stable, and so on. The solitary type was found to be emotionally unstable.

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