Publication year
2015
Citation Title
The role of psychological symptomatology and social support in the academic adjustment of previously deployed student veterans.
Journal Name
Journal of American College Health
Journal Volume
63
Issue Number
7
Page Numbers
473-481
DOI
10.1080/07448481.2015.1040408
Summary
College student Veterans were surveyed to examine the associations between social support, unit support, mental health, and academic adjustment. There were significant findings that suggested aspects of mental health were related to academic adjustment. Further, each type of support was also related to academic adjustment.
Key Findings
Older Veterans reported better academic adjustment than younger Veterans.
Veterans who reported greater unit support during deployment and more social support also reported better academic adjustment.
Generalized anxiety (e.g., worry, restlessness, irritability) was negatively linked to academic adjustment, but posttraumatic stress symptoms were positively associated with academic adjustment.
Once Veterans’ age was factored into the analyses, depressive symptoms were no longer associated with academic adjustment.
Implications for Program Leaders
Offer classes for student Service members about academic success strategies
Provide courses for Service members; friends and family about the importance of social support for Service members during college
Teach Service members strategies for coping with posttraumatic stress in educational settings
Implications for Policy Makers
Urge the training of professionals who work with families to learn how to better support young Veterans who are transitioning to college
Recommend that student Service members be offered additional mental health and academic support resources and services
Encourage programs for Service members considering higher education to provide information about the connections between academic success and mental health
Methods
Veterans were recruited to participate through email invitations and mailed letters.
Participants completed scales of anxiety symptoms, depressive symptoms, social support from family, friends, and significant others, unit support during deployment, and adjustment to college.
Statistical analyses were used to test associations between mental health, deployment experience, social support, and adjustment to college.
Participants
Participants were previously deployed Veterans (N=117) who were currently enrolled as an undergraduate or graduate student in one of three Texas universities.
Average age was 32.5 years (SD = 7.52). The majority (84%) of the sample was male.
Racial/ethnic composition of the sample was 78% White, 6% Latino, 4% Black, 4% Asian-American, and 8% other.
Military branch composition of the sample was 45% Army, 19% Navy, 20% Marine Corps, and 16% Air Force.
Limitations
The data were cross-sectional, and, therefore causality cannot be inferred.
Only Veterans attending college in Texas were included in the sample, and results may not generalize to Veterans attending college in other states.
All data were retrospective and self-reported, which may introduce biases.
Avenues for Future Research
Examine other variables that may be associated with academic adjustment, such as academic performance during high school and collegiate staff support
Replicate this study with a larger, more diverse sample of Service members
Explore the helpfulness of academic support services, as well as barriers to accessing them, for student Service members
Focus
Multiple Branches
Target Population
Population Focus
Military Component
Abstract
Context: Research has indicated that returning Operation Enduring Freedom/Operation Iraqi Freedom (OEF/OIF) veterans are experiencing mental health concerns following deployment. Increasing numbers of veterans are enrolling in higher education institutions; there is a scarcity of empirical research investigating student veterans' experiences as they transition into college. Objective: To examine the effects of psychological distress and social support on academic adjustment among a sample of student veterans who were previously deployed. Design, Setting, and Participants: Participants were 117 military veterans enrolled in college. Questionnaires were administered via SurveyMonkey from June 2012 to April 2013. Results: Results indicated that military unit support during deployment, current social support, anxiety, and posttraumatic symptoms, but not depressive symptoms, were significantly associated with academic adjustment. Conclusions: Results from the current study can be used by college administrators and counseling centers to improve service delivery and programming specifically for student veterans.
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