Achieving Status and Reducing Loneliness during the Transition to College: The Role of Entitlement, Intrasexual Competitiveness, and Dominance.
Achieving Status and Reducing Loneliness during the Transition to College: The Role of Entitlement, Intrasexual Competitiveness, and Dominance.
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DOI：
10.1111/sode.12569
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发表时间：
2022-08
影响因子：
2
通讯作者：
Robles, Theodore F.
中科院分区：
文献类型：
--
作者：
Rahal, Danny;Fales, Melissa R.;Haselton, Martie G.;Slavich, George M.;Robles, Theodore F.
尽管许多新兴的成年人努力获得地位和发展社会关系，特别是在大学过渡期间，但仍不清楚某些人格特征是否有助于这种过渡。采用纵向设计，我们调查了是否与地位相关的特质，即权利，intrasexual的竞争力，和优势，与发展的地位，在91名一年级大学生（法师=18.15，SD=0.44）过渡到一个新的大学环境。我们还研究了人格特质是否在一定程度上调节了与孤独感相关的地位。正如假设的那样，只有在性内竞争力高的学生经历了一年中主观宿舍状态的增加。此外，表现出平均或低权利的学生随着时间的推移经历了孤独感的减少，而高权利与持续的低孤独感有关。最后，更高的主观宿舍地位与较低的孤独感，只有不占主导地位的学生，评估的自我评级的特质优势和评级员的判断，从照片的面部优势。这些结果表明，人格特质可能会影响学生体验更高地位的能力，并调节主观地位和孤独之间的关系。
Although many emerging adults struggle to gain status and develop social relationships, particularly during the college transition, it remains unclear whether certain personality traits facilitate this transition. Using a longitudinal design, we investigated whether status-related traits—namely, entitlement, intrasexual competitiveness, and dominance—related to the development of status in 91 first-year college students (Mage=18.15, SD=0.44) transitioning to a novel college environment. We also examined whether personality traits moderated the degree to which status related to loneliness. As hypothesized, only students high in intrasexual competitiveness experienced increases in subjective dorm status across the year. In addition, students exhibiting average or low entitlement experienced decreases in loneliness over time, whereas high entitlement was related to consistently low loneliness. Finally, higher subjective dorm status was related to lower loneliness only for less dominant students, as assessed by both self-ratings of trait dominance and raters’ judgments of facial dominance from photographs. Using a real-world context of status development, these results suggest that personality traits may influence students’ ability to experience higher status and modulate the relation between subjective status and loneliness.
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