Emerging Adults' Self-Identified Peer Crowd Affiliations and College Adjustment

Autor/inn/en	Hopmeyer, Andrea; Troop-Gordon, Wendy; Medovoy, Tal; Fischer, Jesse
Titel	Emerging Adults' Self-Identified Peer Crowd Affiliations and College Adjustment
Quelle	In: Social Psychology of Education: An International Journal, 20 (2017) 3, S.643-667 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopmeyer, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-017-9390-1
Schlagwörter	Questionnaires; College Students; Identification (Psychology); Peer Groups; Correlation; Academic Ability; Emotional Problems; Interpersonal Competence; Factor Analysis; Social Influences; Athletics; Gender Differences; Structural Equation Models; Student Adjustment; Student Behavior; Peer Influence; Success; Risk; Test Validity + Suchen Sie Ihr Suchwort? Fragebogen; Collegestudent; Gleichaltrigengruppe; Peer Group; Korrelation; Interpersonale Kompetenz; Faktorenanalyse; Sozialer Einfluss; Leichtathletik; Geschlechterkonflikt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Erfolg; Risiko; Testvalidität
Abstract	Crowd affiliations are integral to academic functioning and school adjustment during adolescence. However, less is known about crowd structures within institutions of higher education. The current study was designed to validate the College Peer Crowd Questionnaire (CPCQ), an instrument designed to assess college students' self-reported crowd identifications, and examine associations with academic and socioemotional problems that derail college success. Participants were 498 students at a small liberal arts college in the western United States (Mage = 20.08; SD = 1.38, range = 18-26). Confirmatory factor analysis showed that the peer crowd structure could best be described by four underlying crowd dimensions (i.e., social, athletic, scholastic and counterculture) and that the factor structure was invariant across gender and college standing. Using structural equation modeling, we also found that crowd identification was significantly correlated with indices of college adjustment and behaviors that jeopardize academic success. The results highlight the importance of crowd affiliations for college students' success and adjustment. The results also highlight that the CPCQ is a valid tool for researchers who undertake this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01