The Development of Psychological Well-Being Among First-Year College Students

Abstract

The first year of college constitutes a time of substantial transition for incoming students. For many traditional-age students, adjusting to college can include tasks that are as mundane as doing one’s own laundry for the first time, or as complex as finding meaning in one’s life and deciding on a future career. Clearly, students vary greatly in their ability to cope with and adjust to these new challenges, and some students face far more challenges than others. Those who adapt effectively to their new social and academic environment are much more likely to persist in college and ultimately earn a degree (Tinto, 1993). As a result, a great deal of attention has been paid to improving college students’ first-year experience (for an extensive review, see Upcraft, Gardner, & Barefoot, 2004). A potentially important resource for successfully accomplishing this life transition is positive psychological functioning, otherwise known as psychological well-being (PWB). As Ryff (1989) has demonstrated, the skills and perceptions that comprise PWB are crucial for successfully engaging in meaningful relationships, navigating one’s environment, and realizing one’s fullest potential throughout the lifespan. In other words, PWB is important not only for students making the transition to college, but also for individuals at any age. This study explores the factors associated with PWB among incoming college students and the experiences that contribute to changes in PWB during the first year. CoNCeptuAl FrAmework