Changes in the construct systems of first-year university students: impact on psychological symptoms and problem-solving skills

Abstract

This article studies the levels of psychological symptoms, problem-solving skills and self-construction in 28 freshmen, as assessed at the beginning and end of their first year at university. The repertory grid technique was used to assess self–ideal discrepancy, cognitive differentiation, and existence of implicative dilemmas. Results showed an improvement in psychological symptoms and self–ideal discrepancy, an increase in differentiation, but no significant differences in problem-solving skills. One or more implicative dilemmas were found in over half of the sample at the initial assessment and only in one-third at the final one, although this difference was not significant. Psychological symptoms at the end of the first year were predicted only by the initial reported symptoms. However, problem-solving skills at the end were predicted by a model including both initial skills and implicative dilemmas at the beginning of the year. Some implications for the adaptation of students during the first year at university are discussed.