Separation-individuation and coping : contributions to freshman college adjustment

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Alfred W. Smith (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
L. DiAnne Borders

Abstract: This study investigated how college adjustment was influenced by the level of separation-individuation and problem-focused coping strategies of freshmen students. Independent variables included Problem-focused Coping (measured by the Adolescent-Coping Orientation for Problem-focused Experiences), Positive Separation Feelings from parents (measured by the Conflictual Independence subscale of the Psychological Separation Inventory and the Separation-Individuation Test of Adolescence), and Independence from Parents (measured by the Functional, Attitudinal, and Emotional Independence subscales of the Psychological Separation Inventory); the dependent variable was college adjustment (measured by the Student Adaptation to College Questionnaire). College freshmen (n = 87) from a mid-sized southeastern university in the United States completed the scales at the end of their first year.

Additional Information

Language: English
Date: 1994
College freshmen $x Family relationships
College freshmen $x Attitudes.
College student orientation

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