MODELING COGNITIVE ADAPTATION - A LONGITUDINAL INVESTIGATION OF THE IMPACT OF INDIVIDUAL-DIFFERENCES AND COPING ON COLLEGE ADJUSTMENT AND PERFORMANCE
MODELING COGNITIVE ADAPTATION - A LONGITUDINAL INVESTIGATION OF THE IMPACT OF INDIVIDUAL-DIFFERENCES AND COPING ON COLLEGE ADJUSTMENT AND PERFORMANCE
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DOI：
10.1037/0022-3514.63.6.989
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发表时间：
1992-12-01
影响因子：
7.6
通讯作者：
TAYLOR, SE
中科院分区：
文献类型：
--
作者：
ASPINWALL, LG;TAYLOR, SE
运用认知适应理论，以672名大学新生为样本，探讨了乐观、心理控制和自尊对大学适应的纵向预测作用。虽然乐观对适应有直接影响，但大部分预测效果是通过应对方式实现的。控制最初的积极和消极情绪，乐观、控制和自尊对适应的有利影响通过不使用回避应对、更多地使用积极应对和更多地寻求社会支持来中介。这些变量之间因果关系的替代模型既不符合数据，也不符合先验中介模型。两年的跟踪调查结果表明，自尊和控制力预示着更大的动机和更高的成绩，控制着高考成绩。对认知适应理论和对处于压力下的人群进行干预的意义进行了讨论。
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.