Comparing Psychosocial Adjustment across the College Transition in a Matched Heterosexual and Lesbian, Gay, and Bisexual Sample

Autor/inn/en	Kirsch, Alexandra C.; Conley, Colleen S.; Riley, Tracey J.
Titel	Comparing Psychosocial Adjustment across the College Transition in a Matched Heterosexual and Lesbian, Gay, and Bisexual Sample
Quelle	In: Journal of College Student Development, 56 (2015) 2, S.155-169 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2015.0017
Schlagwörter	Comparative Analysis; Homosexuality; Sexual Identity; Sexual Orientation; Psychological Patterns; Adjustment (to Environment); Longitudinal Studies; College Freshmen; Stress Variables; Well Being; Affective Behavior; At Risk Students; Factor Analysis; Hypothesis Testing; Self Efficacy; Resilience (Psychology); Life Satisfaction; Depression (Psychology); Anxiety; Questionnaires; Coping; Social Support Groups; Time; Mental Health + Suchen Sie Ihr Suchwort? Homosexualität; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienanfänger; Well-being; Wellness; Wohlbefinden; Affective disturbance; Active behaviour; Affektive Störung; Faktorenanalyse; Hypothesenprüfung; Hypothesentest; Self-efficacy; Selbstwirksamkeit; Lebensvollendung; Angst; Fragebogen; Bewältigung; Social support; Soziale Unterstützung; Zeit; Psychohygiene
Abstract	We compared a matched sample of heterosexual and lesbian, gay, and bisexual (LGB) students on 5 psychosocial adjustment composites, longitudinally across the transitional first year of college. Both LGB and heterosexual students experienced a significant increase in psychological distress over the first semester, along with significant decreases in psychological well-being and cognitive-affective strengths. Across the entire first year, LGB students demonstrated consistently greater psychological distress, greater cognitive-affective vulnerabilities, and less social well-being compared to heterosexual peers. This research indicates specific challenges that LGB students experience during the first year of university, suggesting opportunities for promoting successful transitions through this developmental milestone. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01