Abstract
This longitudinal study examines the effects of contrasting social identities (social vs. academic) on coping responses and adjustment among 32 college freshmen on academic probation. Multiple adjustment indices (depression, college life satisfaction, and academic performance) are assessed at the start and end of the probation semester. Coping responses were assessed in a midsemester interview. Few between-group differences were found on mean levels of coping responses. However, the association between particular coping responses and adjustment indices differed for academically vs. socially oriented students. The effective coping responses were those that were consonant with social identities. Positive social involvements were more effective for socially oriented students, while positive academic involvements were more effective for the academically oriented. These findings remained significant even after controlling for baseline measures of outcomes. Implications are discussed for understanding social support and coping in the context of lifespan development.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Barrera, M., Jr., and Ainlay, S. L. (1983). The structure of social support: A conceptual and empirical analysis.J. Commun. Psychol. 11: 133–143.
Barrera, M., Sandler, I. N., and Ramsay, T. B. (1981). Preliminary development of a scale of social support: Studies on college students.Am. J. Commun. Psychol. 9: 435–447.
Blos, P. (1979).the Adolescent Passage: Developmental Issues. International Universities Press, New York.
Depue, R. A., and Monroe, S. M. (1986). Conceptualization and measurement of human disorder in life stress research: The problem of chronic disturbance.Psychol. Bull. 99: 36–51.
Erikson, E. H. (1963).Childhood and Society. Norton, New York.
Erikson, E. H. (1968).Identity: Youth and Crisis. Norton. New York.
Felner, R. D., Farber, S. S., and Primavera, J. (1983). Transitions and stressful life events: A model for primary prevention. In Felner, R. D., and Jason, L. H., Moritsugu, J., and Farber, S. S. (eds.),Preventative Psychology: Theory, Research and Practice in Community Intervention. Pergamon, New York.
Felner, R. D., Rowlison, R. T., and Terre, L. (1986). Unraveling the goridian knot in life change inquiry: A critical examination of crisis, stress, and transitional frameworks for prevention. In Auerbach, S. L., and Stolberg, A. L. (eds.),Intervention with Children and Families. Hemisphere, Washington, DC.
Goffman, E. (1959).Presentation of Self in Everyday Life. Doubleday, New York.
Golan, N. (1981).Passing through Transitions: A Guide for practitioners Free Press, New York.
Hayes, R. B., and Oxley, D. (1986). Social network development and functioning during a life transition.J. Personal Social Psychol. 50: 305–313.
Hirsch, B. J. (1985a). Adolescent coping and support across multiple social environments.Am. J. Commun. Psychol. 13: 381–392.
Hirsch, B. J. (1985b). Social networks and the ecology of human development: Theory, research and application. In Sarason, I., and Sarason, B. (eds.)Social Support: Theory, Research, and Applications. Martinus Nijhof, The Hague.
Hirsch, B. J., and Jolly, E. A. (1984). Role transitions and social networks: Social support for multiple roles. In Allen, V., and van de Vliert, E. (eds.),Role Transitions. Plenum, New York.
Hirsch, B. J., and Reischl, T. M. (1985). Social networks and developmental psychopathology: A comparison of adolescent children of a depressed, arthritic, or normal parent.J. Abnorm. Psychol. 94: 272–281.
Joreskog, K. G., and Sorbom, D. (1984).LISREL IV. Scientific Software, Mooresville, IN.
Kacerguis, M. A., and Adams, G. R. (1980). Erikson stage resolution: The relationship between identity and intimacy.J. Youth Adoles. 9: 117–128.
Kahn, R. L., and Antonucci, T. C. (1980). Convoys over the life course: Attachment, roles, and social support. In Bates, P. B., and Brim, O. G., Jr. (eds.)Life-Span Development and Behavior. Academic Press, New York.
Kenniston, K. (1970). Youth, a new stage of life.Am. Scholar 39: 631.
Levinson, D. J. (1986). A conception of adult development.Am. Psychol. 41: 3–13.
Levinson, D. J., Darrow, C. N., Klein, E. B., Levinson, M. H., and McKee, B. (1978).The Seasons of a Man's Life. Random House, New York.
Marcia, J. (1976). Identity six years after: A follow-up study.J. Youth Adoles. 5: 145–160.
Marcia, J. (1980). Identity in adolescence. In Adelson, J. (ed.),Handbook of Adolescent Psychology. Wiley, New York.
McCall, G. J., and Simmons, J. L. (1978).Identities and Interactions. (rev. ed.). The Free Press, New York.
Myers, J. K., and Weissman, M. M. (1980). Use of a self-report symptom scale to detect depression in a community sample.Am. J. Psychiatr. 137: 1081–1084.
Orlofsky, J., Marcia, J., and Lesser, I. (1973). Ego identity status and the intimacy vs. isolation crisis of young adulthood.J. Personal Social Psychol. 27: 211–219.
Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population.Appl. Psychol. Meas. 1: 385–401.
Riegel, K. F. (1975). Adult life crises: A dialectic interpretation of development. In Datan, N., and Ginsberg, L. A. (eds.)Life Span Developmental Psychology: Normative Life Crises. Academic Press, New York.
Roberts, R. E., and Vernon, S. W. (1983). The center for epidemiologic studies depression scale: Its use in a community sample.Am. J. Psychiatr. 140: 41–46.
Rook, K. S. (1984). The negative side of social interaction: Impact on psychological well-being.J. Personal Social Psychol. 46: 1097–1108.
Stryker, S. (1980).Symbolic Interactionism: A Social Structural Version. Benjamin/Cummings, Palo Alto, CA.
Waterman, A. S. (1982). Identity development from adolescence to adulthood: An extension of theory and a review of research.Develop. Psychol. 18: 341–358.
Waterman, A. S. (ed.) (1985).Identity in Adolescence: Processes and Contents. Jossey-Bass, San Francisco.
Weissman, M. M., Scholomskas, D., Pottenger, M., Pruskoff, B. A., and Locke, B. Z. (1977). Assessing depressive symptoms in five psychiatric populations: A validation study.Am. J. Epidemiol. 106: 203–214.
Author information
Authors and Affiliations
Additional information
This article is based on a master's thesis submitted to the University of Illinois at Urbana-Champaign by first author under the direction of the second author. The second author was supported in part by a New Investigator Research Award in Prevention from the National Institute of Mental Health.
Received Ph.D. from University of Illinois at Urbana-Champaign. Research intgerests include stress and coping, social support, and community intervention.
Received Ph.D. from the University of Oregon. Research interests include clinical-community psychology, ecology of adolescent development, social networks, and preventive intervention.
Rights and permissions
About this article
Cite this article
Reischl, T.M., Hirsch, B.J. Identity commitments and coping with a difficult developmental transition. J Youth Adolescence 18, 55–69 (1988). https://doi.org/10.1007/BF02139246
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/BF02139246