Modeling cognitive adaptation: A longitudinal investigation of the impact of individual differences and coping on college adjustment and performance.
Abstract
Drawing on cognitive adaptation theory, optimism, psychological control, and self-esteem were explored as longitudinal predictors of adjustment to college in a sample of 672 freshmen. Although a direct effect of optimism on adjustment was found, most of the predicted effects were mediated by coping methods. Controlling for initial positive and negative mood, the beneficial effects of optimism, control, and self-esteem on adjustment were mediated by the nonuse of avoidance coping, greater use of active coping, and greater seeking of social support. Alternative models of the causal relations among these variables did not fit the data as well as the a priori mediational model. The results of a 2-year follow-up indicated that self-esteem and control predicted greater motivation and higher grades, controlling for college entrance exam scores. Implications for cognitive adaptation theory and for interventions with populations under stress are discussed.
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Higher optimism in students entering university predicts higher well-being, better physical health, better adjustment, fewer symptoms of depression and stress, better social supports, higher academic achievement, and lower dropout rates.
“Longitudinal research has found that, for students faced with the challenges of entering university, higher optimism was predictive of higher well-being, better physical health, better adjustment, fewer symptoms of depression and stress, better social supports, higher levels of academic achievement, and lower dropout rates [24-27].”
From Feasibility and effectiveness of a web-based positive psychology program for youth mental health: Randomized controlled trial (2014) · cites this paper as [27]
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References 72 · Cited by 1,060
- Authors
- Aspinwall, L. G., & Taylor, S. E.
- Affiliations
- University of California, Los Angeles (US)
- ORCID
- Aspinwall, Lisa G.
- Venue
- Journal of Personality and Social Psychology
- Published
- 1992
- Volume
- 63
- Issue
- 6
- Pages
- 989-1003
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2014057825
- Cited by
- 1,060
- References
- 72
- Citations by year
- 2026: 8 · 2025: 11 · 2024: 11 · 2023: 23 · 2022: 38 · 2021: 35 · 2020: 37 · 2019: 28 · 2018: 23 · 2017: 27 · 2016: 33 · 2015: 29 · 2014: 42 · 2013: 40 · 2012: 62
- FWCI
- 12.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (5r37mh042152-08)
- National Institute of Mental Health (MH 42152, MH15750, MH 00311, T32MH015750)
- Topics
- Social Sciences › Psychology › Applied Psychology › Optimism, Hope, and Well-being
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- college adjustment, optimism, psychological control, self-esteem, coping, avoidance coping, active coping, social support seeking, academic performance, motivation, individual differences, first-year students, longitudinal mediation
- MeSH terms
- Achievement, Adaptation, Psychological, Adolescent, Adult, Cognition, Female, Follow-Up Studies, Humans, Individuality, Internal-External Control, Longitudinal Studies, Male, Models, Psychological, Motivation, Social Environment, Students
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