CHANGES IN THE CONSTRUCT SYSTEMS OF FIRST-YEAR UNIVERSITY STUDENTS: IMPACT ON PSYCHOLOGICAL SYMPTOMS AND PROBLEM-SOLVING SKILLS

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.