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Tytuł pozycji:

Attachment, Ego Resilience, Emerging Adulthood, Social Resources, and Well-Being among Traditional-Aged College Students

Tytuł:
Attachment, Ego Resilience, Emerging Adulthood, Social Resources, and Well-Being among Traditional-Aged College Students
Autorzy:
Lane, Joel A.
Temat:
Attachment Behavior
Self Concept
Resilience (Psychology)
Young Adults
Mental Health
Well Being
Generational Differences
Social Support Groups
Social Media
Life Satisfaction
Security (Psychology)
Public Colleges
Undergraduate Students
Counseling Techniques
Stress Management
Język:
English
Źródło:
Professional Counselor. 2020 10(2):157-169.
Dostępność:
National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: ; Web site: http://tpcjournal.nbcc.org
Recenzowane naukowo:
Y
Page Count:
13
Data publikacji:
2020
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
ISSN:
2164-3989
Abstractor:
As Provided
Data wpisu:
2020
Numer akcesji:
EJ1259769
Czasopismo naukowe
To improve conceptualizations of college student mental health, the present study (N = 538) compared predictors of well-being that comprise both well-established counseling theories (e.g., attachment) and newer models specific to the life experience of the millennial generation and Generation Z. Predictors included internal resources (i.e., attachment security, ego resilience), emerging adulthood identification, and social resources (i.e., social support, social media usage). Each variable set predicted significant variance. The emerging adulthood and social media variables accounted for approximately 7% of variance in both psychological well-being and life satisfaction. Identifying emerging adulthood as a time of negativity and instability was the second strongest predictor of psychological well-being, while identifying emerging adulthood as a time of experimentation and possibilities was the second biggest predictor of life satisfaction. Implications for conceptualizing and treating today's students are discussed.

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