Abstract
A longitudinal study examined the relation of academic self-regulation to female college students’ adaptation to graduation ( n = 104 females). Self-regulation concerns the integration of social values and guidelines into personal values. Results showed that self-regulation in the academic domain was significantly related to lower levels of depressive symptoms over a year and that this relation was equally strong regardless of whether students continued in college or had graduated. Other personal factors, such as college performance, career exploration, and dispositional optimism were unrelated to adaptation. The findings support self-determination theory in showing that it is critical that students internalize the value of school participation as personally important and consistent with their goals.
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