Starting University at the Time of COVID-19: Psychoemotional Adjustment of a Group of Italian Students

The transition from school to university typically occurs during emerging adulthood; this coming together of multiple challenging development tasks at the same time may be stressful for some students. The coronavirus disease 2019 (COVID-19) pandemic, and above all the health measures implemented to deal with it, may have been an additional factor contributing to the difficult adaptation of first-year students to academic life. This study evaluated the role played by emotional processing and differentiation of self for psychological well-being in a sample of 218 Italian students (78.4% women) who began their 1st year of college during the pandemic. The results showed that higher levels of differentiation of self, combined with fewer signs of unprocessed emotions, predicted lower psychological distress. The data support the importance of these variables as protective factors in promoting psychological well-being along with the transition to adulthood and adaptation to new life challenges. These findings draw attention to the relevance of support services aimed at university students and of emerging adults in general in considering and promoting the role of self-differentiation and the style of emotional processing for addressing well-being and mental health during the transition to adult life.

Automated summary

This study examined the role of emotional processing and self-differentiation in psychological well-being among first-year college students during the COVID-19 pandemic. The results indicated that higher levels of self-differentiation and lower levels of unprocessed emotions were associated with lower psychological distress. These findings highlight the importance of addressing self-differentiation and emotional processing in promoting well-being during the transition to adulthood.