Academic Identity and Self-Regulation Strategies During the Transition to College: The Roles of Quiet Ego and Self-Esteem

The transition to college can be psychologically demanding. This study examines how a more mature and consolidated academic identity (AI) is related to three types of self-regulation strategies in college students during their first semester: cognitive reappraisal (CR), self-handicapping (SH), and self-affirmation (SA). Two self-related resources, quiet ego (QE)—a compassionate, growth-oriented self-identity—and self-esteem (SE)—an individual’s global self-assessment of self-worth—were theorized as complementary, but also unique, predictors of the relationship between AI and self-regulation strategies. QE reflects a less defensive, growth/balance-oriented self-structure with implications for self-regulation and adaptive development above and beyond SE. A multiple regression model testing only indirect effects was tested using R (lavaan) in a sample of first-semester college students (N = 352). The hypothesized model fit was acceptable (with five of six indirect hypotheses supported), but a model that added a direct path from AI to SH significantly improved fit without altering the indirect effect results. AI was positively related to CR and SA via both QE and SE, with the path via SE being the strongest. AI was related to lower SH both directly and indirectly only via QE. These results support and add to the literature on the benefits of QE and SE as important yet distinct psychosocial resources for college students. Implications for strengthening QE resources in first-year students are discussed.