Identity Problems, Ego Strengths, Perceived Stress, and Adjustment During Contextual Changes at University

ABSTRACT

We present a 2-year time-lag study in which Canadian and Spanish students’ perceptions of stress, identity problems, and psychosocial maturity (ego strengths) were examined in relation to academic, social, and personal-emotional adjustment to university under different conditions of macro-environmental disruption (i.e., academic and economic) and no disruption (stability). In the academic disturbance context, students reported increased stress and the economic disruption situation was associated with greater identity problems. The expected relationships were found among the variables in the study. Students reported greater social maladjustment at university related to economic disruption in comparison with the academic and no disruption contexts. Ego strengths moderated the relationship between perceived stress with academic and social adjustment, respectively. In other words, delayed psychosocial development in conjunction with high perceived stress was associated with deficient academic and social functioning at university. The findings are considered in terms of psychosocial development and the role of proximal and distal perception of stressors in the functional well-being of university students.

KEYWORDS:

• Adjustment to university
• contextual disruption
• ego strengths
• identity distress
• perceived stress

Acknowledgment

Appreciation is extended to all our students for their involvement in the project.

Funding

Partial support was received from a Brandon University Research Grant. The study was completed in conjunction with a University of Valencia Visiting Scholar Grant to the first author.

Additional information

Funding

Partial support was received from a Brandon University Research Grant. The study was completed in conjunction with a University of Valencia Visiting Scholar Grant to the first author.