The role of first-year seminars and first-year college achievement for undeclared students

The transition from high school to college represents a pivotal developmental period that may result in significant maladjustment for first-year college men. Men may feel pressured to “prove” their masculinity by engaging in traditional masculine behaviors that could be negative for their overall well-being. Although adherence to multidimensional masculine norms has been associated with poorer mental health, no studies have examined the role of masculine norms on prospective depressive symptoms among first-year college men. Examining college men’s adherence to multidimensional masculine norms longitudinally can offer a promising theoretical framework to explain within-group variability in depression symptomatology. The sample included 322 men from the Mid-Atlantic region of the United States. Masculine norms were assessed during the beginning of their first year of college. Depressive symptomatology was assessed 6 months after the first wave of data collection. Masculine norms were positively and negatively related to prospective depression scores, such that men who endorsed the masculine norms of Self-Reliance, Playboy (i.e., desire to have multiple sexual partners), and Violence, had heightened risk, whereas men who endorsed Winning and Power Over Women were less likely to report depressive symptomatology. Distinct masculine norms appear to confer risk for depression while other norms appear to be protective. This study was the first to examine the role of multidimensional masculine norms on prospective depressive symptomatology among college men. The results suggest that practitioners working with men should consider assessing their clients’ adherence to distinct masculine norms and explore how these might be impacting their current mental health.

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Embracing me-time: Motivation for solitude during transition to college

10.31234/osf.io/dgmf7 ◽

2018 ◽

Author(s):

Thuy-vy Thi Nguyen ◽

Kaitlyn M. Werner ◽

Bart Soenens

Keyword(s):

Autonomous Motivation ◽

The United States ◽

Transition To College ◽

First Year ◽

College Life ◽

Time Points ◽

First Year College ◽

Social Belonging ◽

First Year College Students

The present research examined the role of university students’ motivation for spending time alone in their adjustment to college life, as well as the parenting correlates of students’ healthy motivation for solitude. Two studies were conducted on first-year college students in the United States (n = 147) and Canada (n = 223). In Study 1, data was collected at three different time points, separated by two-week intervals. In Study 2, data was collected at two different time points, separated by a month. The results revealed that, for those who reported perceiving lower social belonging, approaching solitary time for autonomous reasons was linked to greater self-esteem (Study 1), and greater sense of relatedness to others and lower loneliness (Study 2). These findings suggest that endorsing a healthy motivation for solitude is not necessarily indicative of social ill-being. Additionally, students’ autonomous motivation for spending time alone was associated with having parents that are autonomy supportive and that promote a sense of independence.

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