Abstract: The present study investigated the relationship between the indicators of newcomer adjustment and the adjustment outcomes among college students. One hundred and forty-two Peking University freshmen enrolled in 2009 completed the adjustment indicators questionnaires and reported their general life satisfaction and depression 3 months after their enrollment. Six months after their enrollment, students were asked to report their recent psychological statement, and social activities and academic performance for the first semester. The results indicated that three key indicators of newcomer adjustment, that is, self-efficacy, social acceptance and role clarity could predict students’ general life satisfaction 3 and 6 months after their enrollment, depression 3 months after their enrollment and social activities, academic performance for the first semester. Specifically, self-efficacy contributed uniquely and significantly to general life satisfaction; social acceptance contributed uniquely and significantly to depression of 3 months and social activity performance; role clarity contributed uniquely and significantly to academic performance. These findings underlined the importance of the newcomer adjustment theory for freshman adjustment process of their campus life.

Key words: freshmen, self-efficacy, social acceptance, role clarity, mental health, behavior

摘要： 考察了组织新成员社会适应理论对于大学新生校园生活适应过程的适用性。142名北京大学2009级 本科新生在入学3个月时报告了他们的适应指标和心理健康水平; 在入学6个月时, 他们再次被邀请报告他们的心理健康水平、第一学期的成绩与社会活动表现。结果表明: 新生的入学适应水平能够有效预测入学3个月和6个月时的一般生活满意度、入学3个月时的抑郁和第一学期的学术表现与社会活动表现; 具体而言, 自我效能更能有效预测新生的一般生活满意度, 社会接受更能有效预测新生3个月时的抑郁和社会活动表现, 角色清晰更能有效预测新生的学术表现。研究结果证明组织新成员社会适应理论可以被用于研究大学新生校园生活的适应状况。

关键词: 大学新生, 自我效能, 社会接受, 角色清晰, 心理健康, 行为表现