Please use this identifier to cite or link to this item:
|Predicting Adjustment to University: Self-compassion, Coping styles, Resilience, and Imposter phenomenon
|School of Psychology
|Attaining a university degree is an achievement for which many Australians strive. However, the transition to university for many students is challenging as they must learn to adjust to new academic demands and social niches, all the while managing their outside work and life pressures. Most research in this area is based on well-known constructs such as coping strategies and resilience and is focused on the American college system. The current study examined previously well explored constructs such as coping strategies and resilience, with the addition of two relatively new constructs in relation to adjustment to university: selfcompassion and imposter phenomenon. Students coping strategies, resilience, selfcompassion, and experiences with imposter phenomenon were examined during their first semester of university in order to see how well they adjusted. Participants consisted of 251 first year psychology students at the University of Adelaide. The Connor-Davidson Resiliency Scale (RISC-10), Brief-COPE, Self-Compassion Scale (SCS), Clance Imposter Phenomenon (CIPS) and Student Adaption to College Questionnaire (SACQ) were administered online. Standard multiple regression analysis was conducted to examine associations between predictor and outcome variables. The results indicated that coping strategies, resilience, self-compassion, and imposter phenomenon in university students have a significant role in adjustment to university and its sub-dimensions. Results also revealed that students who endorsed imposter phenomenon had greater difficulty adjusting in some of the sub-dimensions. Overall, the current study draws attention to the importance of variables such as self-compassion and imposter phenomenon in providing a broader understanding of student adjustment to university.
|Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020
|This item is only available electronically.
|This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the author of this thesis and do not wish it to be made publicly available, or you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legals
|Appears in Collections:
|School of Psychology
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.