Transition to First-Year University: Patterns of Change in Adjustment Across Life Domains and Time

The purpose of this prospective study was to (1) monitor the change in adjustment across time and life domains and (2) identify the resources predictive of short- and long-term adjustment to the university transition. A sample of 68 first-year students reported on events, resources, and well-being at four times across the year. Coping and appraisal were evaluated specifically in relation to three life domains (e.g., academic). Results showed that this transition represents a relatively acute stressor, evidencing the greatest strain for students and the largest impact on their well-being on entry. As time passed, students experienced steady improvement in most aspects of adjustment. Results also suggested that women, despite having more resources, may have greater vulnerability to this transition. Finally, the importance of a specific resource to the prediction of well-being depended on the measure of well-being assessed, the specific life domain addressed, the time of assessment, and whether or not concomitant change between predictor and criterion variables was taken into account.