Browsing by Subject "Adjustment"
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Item Longitudinal adjustment trajectories of international students and their predictors(2013-08) Hirai, ReikoDespite the increasing number of international students in U.S. universities, the course of adjustment of international students has not been adequately tested and only one study to date has examined multiple trajectories of international students' adjustment. Therefore, the first goal of the current study was to explore multiple trajectories of international student adjustment, using four types of adjustment outcomes (i.e., psychological distress, positive psychological adjustment, acculturative stress, and functional adjustment). The second goal was to identify important predictors of trajectories. A wide range of predictor variables were examined including individual, interpersonal, and contextual factors. Undergraduate and graduate international students who started their first semester at a large Midwestern university participated in this five-wave longitudinal study (N = 211) that spanned a period of six months. Multiple trajectories emerged and the trajectories varied across four adjustment outcomes. Contrary to the popular notion, the U-shape adjustment trajectory only emerged for one of four outcomes (psychological distress). Significant predictors of adjustment trajectories included perceived present control over reactions to academic stress, neuroticism, openness, social connectedness with Americans, and self-rated English proficiency. Limitations, implications for practice, and future directions are discussedItem Looking within: a grounded theory study of the internal socialization of recently promoted leaders(2013-08) Diehn, Erica WalderaThis grounded theory study investigates the vastly unexplored context of internal socialization and reveals the transition experience of recently promoted leaders. The research results led to the development of a model of internal socialization, which is presented and discussed. Looking within the individual experience of internal socialization brings deeper insight into the emotional, physical, and cognitive effects of both the challenges and mistakes leaders encounter while providing a better understanding of what and who facilitates learning amidst this critical transition.Item Substance use profiles from ages 11 to 18: personality correlates and relations with emerging adult adjustment.(2009-09) Oliva, Elizabeth MarieAlthough the aim of the present study was to examine Shedler and Block’s (1990) provocative claims that adolescent substance experimentation is associated with the healthiest psychological functioning while adolescent abstention and frequent use are both associated with poorer psychological functioning, this study extended their findings and helped fill in existing gaps in the extant literature. Utilizing a large community sample of male and female twins assessed at ages 11, 14, 18, and 21, this study was the first to incorporate all substances—tobacco, alcohol, and drugs—into an a priori substance classification scheme across time (i.e., created abstainer, experimenter, regular user and problem user classifications at ages 11, 14, and 18). Dimensional models of childhood and adolescent personality were used to examine the relations between both antecedent and concurrent personality characteristics and adolescent substance use profiles. Emerging adult outcomes at age 21 were assessed across multiple developmental domains. The role of developmental timing in the relations between substance use profiles and emerging adult outcomes was also investigated. The results for personality suggest that age 18 experimenters tend to have the most adaptive matrix of personality characteristics and problem users the least. Both abstainers and regular users at age 18 had personality characteristics of concern. The results for emerging adult outcomes suggest that substance use profiles have long-term developmental significance. Patterns emerged for each profile that highlighted the importance of examining outcomes across developmental domains while taking into account the role of timing. Despite garnering a substantive amount of support for Shelder and Block’s findings, any substance use was associated with poor emerging adult educational outcomes.