Coping with college transition: The effects of trait vulnerability and social support

In this study, a classification model using the personality dimensions of extraversion and neuroticism from Eysenck's revised Personality Questionnaire (EPQ-R) was implemented, whereby the traits of extraversion and emotional stability were used to classify a subgroup of students believed to be more resilient in dealing with the college transition, and the traits of introversion and neuroticism were used to identify a subgroup of students believed to be more vulnerable to experiencing adjustment difficulties. At the midpoint of their first semester, 191 freshmen completed measures assessing these personality dimensions, as well as aspects of coping (R-COPE), the availability of social support (ISEL), and the degree of college adjustment (SACQ) in three areas---academic, social, and personal/emotional. As predicted, students identified as resilient using the above classification model were found to use more adaptive forms of coping and reported greater adjustment, while those identified as vulnerable used more maladaptive coping responses and had greater difficulty adjusting. Also as predicted, students' access to social support significantly improved college adjustment and served as a moderator improving social adjustment, particularly for those more vulnerable. Adjustment differences between students living on- and off-campus are discussed, as well as specific gender implications. Possible college interventions related to these findings and recommendations for facilitating social support are also discussed.