Testing a model of psychological inflexibility, ruminative thinking, worry and self-compassion in relation to college adjustment

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Date

2016

Author

Aydın, Yasin

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This study aimed to investigate psychological inflexibility, ruminative thinking, worry and self-compassion, in relation to college adjustment within an interactional model by using structural equation modeling. The sample of the study consisted of 657 (486 females, 171 males) first year college students at a public university in western Turkey. The data intruments of the study were Demographic Information Form, University Life Scale (ULS; Aladağ, Kağnıcı, Tuna, & Tezer, 2003), Acceptance and Action Questionnaire- II (AAQ-II; Hayes et al., 2004), Ruminative Thought Style Questionnaire (RTSQ; Brinker & Dozois, 2009), Penn State Worry Questionnaire (PSWQ; Meyer, Miller, Metzger, & Borkovec, 1990) and Self Compassion Scale (SCS; Neff, 2003s). The results of the SEM analysis indicated that psychological inflexibility negatively and significantly, self-compassion positively and significantly predicted overall college adjustment. While, psychological inflexibility positively predicted ruminative thinking and worry, it negatively predicted self-compassion. Findings also revealed that ruminative thinking and worry were not significant predictors of the college adjustment. v The results of this study suggested that students with high psychological inflexibility and low level of self-compassion have difficulties in adjusting to the college environment. On the other hand, students with high psychological inflexibility were found to be more likely to experience ruminative thinking and worry. Furthermore, the findings showed that college students who experience ruminative thinking and worry did not seem to experience difficulties in adjusting to college life.

Subject Keywords

College student orientation., College students, College students, College students, Counseling in higher education.

URI

http://etd.lib.metu.edu.tr/upload/12620101/index.pdf
https://hdl.handle.net/11511/25783

Collections

Graduate School of Social Sciences, Thesis