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• W345320211 abstract "Introduction Many factors can impact a student's quality of life during the transition to college from high school. Incoming college freshmen are forced to adjust to a new social network, new living arrangements, financial concerns, and the standards of a different academic environment. Pascarella and Terenzini (1991) describe this transition as a culture shock involving significant social and psychological relearning in the face of encounters with new ideas, new teachers and friends with quite varied values and beliefs, new freedoms and opportunities, and new academic, personal and social demands (pp. 58- 59). According to the literature, many adolescents handle this transition successfully, but a significant subset has difficulty (Compass et al., 1986). Despite the growth opportunities it provides, this period of life is often accompanied by stress and maladjustment, which can cause devastating academic and health consequences. For instance, adjustment during the first year in college can predict level of academic success (Van Heyningen, 1997) and college completion (Grant-Vallone, et al., 20032004). Similarly, maladjustment is a predictor of withdrawal from college (e.g., Gerdes & Mallinckrodt, 1994; Rickinson & Rutherford, 1995, 1996; Parker, et al., 2004; Tinto, 1987) and negative impacts on physical and psychological health (Aspinwall & Taylor, 1992; Fisher & Hood, 1987). As reported in many studies, college transition can trigger emotional and behavioural problems ranging from feeling depressed (Sarason & Sarason, 1999; Quin, 1997) and stressed (Sax, 1997) to engaging in health risk behaviours, such as drinking alcohol, smoking, or driving dangerously (Martin L Diener, et al., 1995), optimism (Aspinwall & Taylor, 1992; Lucas, Diener, & Suh, 1996; Scheier & Carver, 1992), and personal control (Larson, 1989), all of which may contribute positively to the college adjustment. However, the subjective wellbeing does not appear to be related to demographic variables such as age, race, or education (Diener, 1984). Findings on gender differences in happiness remain controversial because some studies find greater reporting in experience and expression of positive moods in women than in men (Nolen-Hoeksema, & Rusting, 2003; Wood, Rhodes, & Whelan, 1989), while others show men with a slight tendency toward higher positive affection (Haring, Stock, & Okun, 1984). Gender differences in subjective wellbeing have been explained using biological, personality, and social-context factors (Nolen-Hoeksema, & Rusting, 2003; Perneger, Hudelson, & Bovier, 2004). However, subjective wellbeing is mostly reported as having no correlation with sex (Myers & Diener, 1995). In addition, Diener and colleagues (1991) argue a social desirability bias among females, which results in overstating their level of happiness. …" @default.
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• W345320211 date "2010-03-22" @default.
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• W345320211 title "The Effects of Coping Humour and Gender on College Adjustment in Turkish Freshmen" @default.
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