Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-29 DOI:10.1037/dev0001767

Jordan A Booker, Robyn Fivush, Andrea Follmer Greenhoot, Kate C McLean, Cecilia Wainryb, Monisha Pasupathi

{"title":"Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19.","authors":"Jordan A Booker, Robyn Fivush, Andrea Follmer Greenhoot, Kate C McLean, Cecilia Wainryb, Monisha Pasupathi","doi":"10.1037/dev0001767","DOIUrl":null,"url":null,"abstract":"The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (Mage = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1870-1884"},"PeriodicalIF":3.1000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/dev0001767","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/8/29 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (M_age = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

查看原文本刊更多论文

新成人走出停工状态的历程：COVID-19 所定义的大学生涯中的纵向叙事模式。

COVID-19 大流行定义了这一代学生的大学生涯，威胁着他们的心理健康、身份发展和大学功能。我们从 2020 年春季开始对来自美国四所大学的 633 名大学一年级学生（年龄 = 18.8 岁）进行跟踪调查，直至 2023 年春季。学生们讲述了 COVID-19 的影响，并报告了心理健康问题、身份发展和幸福感。在 COVID-19 影响的第一年，学生们报告了对心理健康、身份认同和幸福感的担忧。回归亲身参与的活动预示着叙事成长的广泛增长、COVID-19 压力源的相应减少、身份探索和承诺的增长以及心理和学业幸福感的增长。COVID-19 压力源的变化和叙事成长是回归校园亲身活动与学生结果之间的中介。研究结果拓展了人们对这一决定一代人命运的事件的发展和心理健康的认识。(PsycInfo Database Record (c) 2024 APA, 版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.