The four undergraduate years. Changes in weight, eating attitudes, and depression.

Weight, eating attitudes, and depression were assessed in male and female students over the 4 years of university attendance, and the relation of weight changes to eating attitudes and depression was explored using self-report measures (Restraint Scale, EDI, CES-D) collected at six time points during the university years. Results showed that, in general, weight increased between year one and year four of university attendance for both men and women, with men gaining an average of 4.1 kg and women gaining an average of 3.

Perceived mattering to parents and friends for university students: a longitudinal study.

A multiple indicators multilevel (MIML) latent growth model was used to examine university students' (N=484) perceived mattering to mother, father, and friends over a three year period. The model was used to examine whether repeated measurements of perceived mattering remained invariant across time for all three referents, what the developmental trajectories looked like, and if the growth trajectories varied between gender groups and living arrangements. Temporal measurement invariance held for all three referents.

Who gains or who loses weight? Psychosocial factors among first-year university students.

Self-reported weight changes over 7 months and their relation to psychosocial characteristics (self-esteem, depression, social support, perceived stress and transition perception) and eating attitudes and behaviors (restrained eating and Eating Disorder Inventory subscales [EDI]) were assessed in first-year male and female students at six Canadian universities (N=2753). Results showed small but significant weight increases over time in males and females (M=1.5 kg).

Linking academic social environments, ego-identity formation, ego virtues, and academic success.

This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues.

Physical and Interpersonal Attractiveness of the Model and Imitation in Adults.

The influence of physical attractiveness and warmth of a model on imitation and social perception in adults was assessed in this study with the use of 108 male and female college students. The Ss were randomly paired with a model who, depending on experimental conditions, was either a male or female, of high or low facial attractiveness, and who interacted with the S in a warm or cold manner. The Ss were then placed in a task situation which provided an opportunity to imitate the model, after which the Ss were asked to rate their experience and the model's personality.