Cognitive complexity of expectations and adjustment to university in the first year

Expectations about university and subsequent adjustment in the first year were examined in a longitudinal study of the transition to university. Two hundred and twenty-six students (158 females and 68 males) completed a preuniversity questionnaire in the summer prior to beginning university and another questionnaire in February of their first year. The preuniversity questionnaire contained measures that assessed perceived stress and the amount and sources of information students had about university, as well as open-ended questions concerning their expectations about university. Responses to the open-ended questions were coded for integrative complexity of thought. The February questionnaire contained measures of adjustment to university. Results indicated that students with more complex expectations about university tended to adjust better to stressful circumstances than did students who had simpler expectations. The stress-buffering properties of complex expectations are discussed, as are some of the factors that may contribute to more complex thinking about university.