Project IMPACT
Improving Mental-health and Promoting Adjustment through College Transitions

This multi-cohort, multi-wave longitudinal research project investigates trajectories of mental health and psychosocial adjustment among late adolescents /emerging adults who are transitioning into and through the four years of college. The large sample and broad array of assessments allows us to explore numerous aspects of mental health and adjustment during this developmental period, and also to investigate the particular context of the college transition. Broadly, we explore patterns and processes of psychological, social, and academic adjustment across this important transition. We are particularly interested in moderating and mediating relationships among background, dispositional, contextual, psychological, and social constructs. This project also allows us to assess the impact of specific programs and aspects of the college experience, such as organized activity involvement, and participation in Learning Communities. 

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​Much of our current work comes from a multi-cohort longitudinal database of college students with assessments at three timepoints in the first year (just before starting college and at the end of each semester) and follow-ups at the end of each subsequent year.  Below is a thorough, but not complete, list of the constructs we have in this data set.

​PSYCHOLOGICAL WELL-BEING
Self-Esteem (RSE)
Self-Efficacy (SES)
Hope (HOPE)
Resilience (RISC)
Satisfaction with Life (SWLS)
Identity Development (ISRI)

PSYCHOLOGICAL DISTRESS
Depression, Anxiety, Distress (DASS)
Perceived stress (PSS)
Body Image (MBSRQ)
Eating Pathology (EAT)
Drinking and Drug Use (scale we developed)
Dysfunctional Thoughts (DAS)

COGNITIVE-AFFECTIVE STRENGTHS
Positive Automatic Thoughts (ATQ-P)
Positive Coping Styles (Brief COPE)
Emotion Regulation: Reappraisal (ERQ)
Mindfulness (MAAS)

COGNITIVE-AFFECTIVE VULNERABILITIES
Negative Automatic Thoughts (ATQ-P)
Negative Coping Styles (Brief COPE)
Emotion Regulation: Suppression (ERQ)

SOCIAL WELL-BEING
Perceived Social Support – Family (SSA)
Perceived Social Support – Friends (SSA)
Perceived Social Support – General (SSA)
Relationship Satisfaction –  Friends, Romantic Partner, Parents, Siblings, and Loyola Folks (scale we developed)

COLLEGE-RELATED STRESS (ISCRLE)
Developmental Challenge
Time Pressure
Academic Alienation
Romantic Problem
Assorted Annoyances
General Social Mistreatment
Friendship Problems

ADJUSTMENT to COLLEGE (SACQ)
Academic Adjustment
Social Adjustment
Personal/emotional Adjustment
Attachment/sense of belonging to college

PERCEIVED IMPROVEMENTS (scale we developed)
Physical Well-Being
Psychological Well-Being
Positive Emotions 
Negative Emotions
Emotion Management
Time/Task Management
Stress Experienced
Manage Tension, Relaxation
Stress Management, Coping
Problem Solving
Positive Thinking
Negative Thinking
Mindfulness
Self-Esteem / Self-Worth
Attitude Toward Life
Quality of Life
Relationship Quality
Communication, Conflict