Document Type

Paper

Publication Date

4-23-2025

Faculty Mentor

Terry Winegar

Abstract

This study examines how a mixture of psychological, social, and developmental factors influences processes by which individuals develop their identities throughout college. It was hypothesized that these processes would be different for first-generation college students compared to non-first-generation college students, for transfer students compared to non-transfer students, and for commuter students compared to non-commuter, residential students. To measure this, a survey was constructed using established measures of happiness, life satisfaction, personal growth, affective forecasting as well as other psychological, social and developmental measures (e.g. psychological- contingencies of self-worth, e.g. social- university belongingness, e.g. developmental- emerging adulthood). Data was collected from currently matriculating students at a residential liberal arts college in the mid-Atlantic region of the United States. Initial exploratory analyses examined differences in identity exploration by level of self-focus for first-generation college students compared to non-first-generation college students. Inferential analyses revealed differences in university belongingness and identification as a college student between commuter and residential students. Multiple regression analyses revealed predictors of happiness, life satisfaction, personal growth, and affective forecasting.

Comments

Presented as part of the Ursinus College Celebration of Student Achievement (CoSA) held April 23, 2025.

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