| Previous studies have shown that family environment, social support, and competence all relate to adjustment and behaviors in clinical and non-clinical populations. The purpose of the current study was to integrate the aforementioned variables in order to determine how they contribute both jointly and independently to the prediction of college students' internalizing and externalizing behaviors, as reported by themselves and their parents.; A series of questionnaires was administered to freshmen college students (N = 311) who recently had left their families-of-origin to enter college life at a southwestern university. A demographic questionnaire and six different self-report scales were red to obtain background information, perceived competencies in specific domains, perceived family cohesion, adaptability, satisfaction, perceived emotional support from mother, father, sibling, close friend, peers, instructors, campus organizations, and their self-reported of internalizing and externalizing behavioral functioning. A second standardized scale that tapped the same college students' behaviors was completed by one of their parents (N = 213).; Hierarchical multiple regression analyses were conducted on these self- and parent-reports to identify potential contributors to students' internalizing and externalizing behaviors. Correlational analyses with stringent p-values were performed to supplement findings among the variables. Results of regression analyses indicated that students' self-reported internalizing behaviors were accounted for significantly by perceived competence and peer support; self-reported externalizing behaviors were accounted for significantly and uniquely by perceived family satisfaction. Gender differences were noted, such that perceived competence played a bigger role for males' externalizing behaviors when compared to females. In addition, perceived family environment, social support, and competence accounted for more percentage of variance in females' self-reported outcomes, whereas the same predictors accounted for a greater percentage of variance in males' parent-reported outcomes, but not in their self-reports. These findings enhance our understanding of students' behavioral problems during the transition from home to college life. It is suggested that the prevention and treatment of young adults' problem behaviors be considered separately by gender. |
