Self-Esteem as a Moderator of the Link Between Peer Support and Transition Efficacy Among First-Year College Students

• In Event: 53.047 - Transition and Adjustment to College

Abstract

Drawing on the 4 S’s (situation, self, support, strategies) outlined by Schlossberg, transition theory was used as an analytical tool to investigate the relationship between variables of interest. Hierarchical multiple regression was conducted to examine the influence of peer support, self-esteem, and the interaction between peer support and self-esteem on 290 incoming first-year college students’ transition efficacy, controlling for background characteristics. Result showed that self-esteem had moderating effect on the relationship between peer support and transition efficacy. For students with relatively low self-esteem and average self-esteem, expectation of more peer support was significantly linked with more confidence in transition to college. For students with relatively high self-esteem, no significant correlation was found between peer support and transition efficacy.

Authors

• Terrell Lamont Strayhorn, The Ohio State University

• Christopher S Travers, The Ohio State University - Columbus

• Meng-Ting Lo, The Ohio State University - Columbus