Poster #62 - Family Routine and College Adjustment: Mediating Effects of Active Coping and Self-Efficacy

• In Event: Poster Session 14

Abstract

Family routine and the creation of structure and organization in the home has been positively linked to language development, social skill building, and the ability to self-regulate (Chen, 2017). Family routine and structure have been linked to positive outcomes among African American families (Clark, 1993; Taylor, 2016) and may moderate the effects of stressful experiences on adjustment (Budescu, Taylor & McGill, 2013). Findings have shown that positive family relations at home may transfer across contexts and impact the well-being of African American, children and emerging adults away from home (Clark, 1983; Budescu & Silvermann, 2016; Gebre & Taylor, 2017; Taylor, 1996). In separate investigations family routine has been linked to active coping behaviors (Clark, 1983; Budescu & Taylor, 2013; Taylor, 1996) and self-efficacy (Lanza & Taylor, 2010; Taylor 1996). Also, active coping behaviors have been linked to social competence (Watson et al., 2008) and self-efficacy has been positively associated with social and emotional adjustment (Jex et al., 2001). In the present study we assessed whether family routine and college adjustment were significantly associated and whether the relationship was mediated in sequence, by active coping and self-efficacy.
Method
African American undergraduate students (N = 152, 83.55% female, Mage = 21.72, SD = 4.68) were recruited from a large public university in the northeastern region of the United States. The median combined parental income for the sample was $50,000 - $60,000.
Family routine. Family routine was assessed with the Family Routine Inventory (Jensen et al., 1983).
Active coping. Active coping was measured COPE inventory (Carver, 2013).
Self-efficacy. Self-efficacy was assessed with the General Self-efficacy Scale (Schwarzer & Jerusalem, 1995).
College adjustment. College adjustment was assessed using a series of questions
taken from the Student Adaptation to College Questionnaire (SACQ) (Baker and Siryk, 1986).
The PROCESS macro (Hayes, 2013) for SPSS was used to examine the. The serial mediating effects of active coping and self-efficacy and on the association of routine with college adjustment.
Results
Findings revealed as predicted, there was a significant total effect for family routine predicting college adjustment, b = 0.96, p < .002. In addition, family routine was significantly associated with the mediator variables, active coping, b = .02, p < .001 and self-efficacy, b = .13, p < .003. After controlling for the mediators, the association between family routine and college adjustment was not apparent, b = .03, p = .14. Self-efficacy but not active coping, uniquely mediated that association of family routine and college adjustment, point estimate = 0.03, 95%, CI [.010, .062]. As predicted, active coping and self-efficacy in sequence, mediated the association of family routine and college adjustment, point estimate = 0.02, 95%, CI [.006, .042]. Lastly, we compared the confidence intervals for the pairwise contrasts of the three indirect effects. The link between family routine and college adjustment through active coping and self-efficacy in serial order was stronger than any other indirect effect. Family routine may promote behaviors that transfer well to college contexts including active engagement, optimism, and self-confidence.

Authors

• Morgan Turchetta, Temple University

• Ronald D Taylor, Temple University
  Presenting Author