The influence of self-construal and social support on the adjustment outcomes of ethnically diverse American college students

Abstract

In this study we used a multimethod approach to examine how three types of self-construal (independent, interdependent, and relational-interdependent) play a role in the adjustment outcomes of American college students. Participants were 131 students from five ethnic backgrounds (African American, Asian American, Caucasian, Latino/a, and Biracial/Mixed) primarily in their first semester of college. Consistent with previous research, the results indicated that the independent self-construal was directly linked to less distress and greater overall adjustment. In addition, we found an indirect relationship between relational-interdependence and college adaptation through the mediators of social support and peer attachment. Results from both the quantitative and qualitative analyses indicated that the Asian American participants were doing poorly in their college transition. Implications for students, higher education professionals, and college campuses in general are discussed.