Adapting to College: Exploration of Psychological Well-Being, Coping, and Ethnic-Racial Identity as Markers of Readiness

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic -Diversity, Equity & Social Justice

Abstract

The transition to college is a meaningful developmental milestone for many emerging adults that is associated with opportunity for growth and many novel challenges. During this period, emerging adults garner diverse social experiences and encounter new information that they synthesize and use to inform life-shaping decisions (Arnett, 2004). This stage is characterized by identity exploration which necessitates a broad set of coping skills to successfully navigate and positively adapt to their dynamically evolving environment. The exploration of one’s identity, particularly ethnic-racial identity (ERI) is a normative developmental process that enables individuals to progress towards consolidated ethnic-racial identities. Research continues to demonstrate ERI is a resilience factor that promotes positive adjustment in adolescence and young adulthood, spanning physical and psychological wellbeing to academic achievement outcomes (Williams et al., under review). While the transition to college holds significant potential, due to systemic oppression and discrimination, not all students are afforded the same opportunities, particularly Black, Indigenous, and People of Color. Thus, understanding the nuance and diversity of student identity experiences and preparedness for college may better equip systems to support incoming students.
The current study analyzed data from 283 incoming college freshman utilizing a person-centered approach to explore emerging patterns across ethnic identity development and psychological well-being criterion variables. The Brief COPE Acceptance and Emotional Support scales, the Five Factor Mindfulness Questionnaire, and MIEM Exploration and Affirmation measures were used to inform the cluster profiles. The TwoStep auto-clustering algorithm classified 92.6% (n = 262) of participants in the sample, differentiating participants into three clusters: “Mixed Adjustment”, “Lowest Adjustment” and “Moderate Adjustment”. ERI exploration was the most important variable for determining cluster membership. Cluster composition varied significantly by ethnicity X2 (2, N = 262) = 7.74 (p = .021) and gender X2 (2, N = 259) = 10.40 (p = .034). The “Lowest Adjustment” cluster contained the highest proportion of students of color, 41% (n = 32), and male identifying students, 44.2% (n = 34). Follow-up analyses showed “Moderate Adjustment” cluster members endorsed higher levels of ERI exploration and reported higher levels of psychological distress, with significantly elevated depression scores, psychological diagnoses of depression, anxiety, and psychiatric disorders, all reporting p values below .03. Notably, the “Moderate Adjustment” cluster members also reported the lowest levels of mindfulness (M = 2.85, SD = .33), and psychological flexibility measures of action (M = 40.54, SD = 6.45) and willingness (M = 27.30, SD = 5.13).
Overall, it appears that poor adjustment was not necessarily linked to present psychological well-being indicators. Instead, the deepening of ERI exploration was. In line with prior research, we found that students engaging with ERI exploration processes often endured more psychological distress. Additionally, our findings suggest that psychological flexibility; action, willingness, and mindfulness, appear to be possible explanatory factors that act to mitigate the disruptive properties of exploration, as well as account for the association between heightened exploration and poorer psychological well-being. Students undergoing ERI development may require more socialization and service supports, including interventions enhancing psychological flexibility and mindfulness.

Authors

• Marit Murry, Suffolk University
  Presenting Author

• Amy Kerivan Marks, Wellesley College
  Non-Presenting Author