Negotiating the Transition to College Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being

Colleen S. Conley; Alexandra C. Kirsch; Daniel A. Dickson; Fred B. Bryant

doi:10.1177/2167696814521808

Negotiating the Transition to College Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being

Colleen S. Conley, Alexandra C. Kirsch, Daniel A. Dickson, Fred B. Bryant

Department of Psychology

Loyola University Chicago

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Emerging adulthood
Volume	2
Issue number	3
DOIs	https://doi.org/10.1177/2167696814521808
State	Published - Sep 1 2014

Disciplines

Developmental Psychology
Clinical Psychology
Psychology

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10.1177/2167696814521808License: Unspecified

Cite this

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title = "Negotiating the Transition to College Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being",

author = "Conley, {Colleen S.} and Kirsch, {Alexandra C.} and Dickson, {Daniel A.} and Bryant, {Fred B.}",

note = "The transition to college, which for the majority of youth coincides with the transition to emerging adulthood, is stressful and disruptive. Using latent growth curve modeling (LGM), this study examines the longitudinal course of psychosocial adjustment in a sample of 2,095 emerging adults, at three time-points across this transition: In the week prior to college entry and at the end of each semester of the first year.",

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T1 - Negotiating the Transition to College Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being

AU - Conley, Colleen S.

AU - Kirsch, Alexandra C.

AU - Dickson, Daniel A.

AU - Bryant, Fred B.

N1 - The transition to college, which for the majority of youth coincides with the transition to emerging adulthood, is stressful and disruptive. Using latent growth curve modeling (LGM), this study examines the longitudinal course of psychosocial adjustment in a sample of 2,095 emerging adults, at three time-points across this transition: In the week prior to college entry and at the end of each semester of the first year.

PY - 2014/9/1

Y1 - 2014/9/1

UR - https://journals.sagepub.com/doi/10.1177/2167696814521808

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DO - 10.1177/2167696814521808

M3 - Article

SN - 2167-6984

VL - 2

JO - Emerging adulthood

JF - Emerging adulthood

IS - 3

ER -

Negotiating the Transition to College Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being

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