Repeated Narration of the Transition to College
Creators: name: McLean, Kate
name: Lilgendahl, Jennifer
name: Le, Benjamin
name: Dunlap, David
name: Patterson, Aubrie
name: Peterson, Abigayle
name: Payne, Nathanael
name: Tiemersma, Kody
name: Turner, Kit
name: wolin, Hannah
Publisher: name: Open Science Framework
Year: 2022
Subjects: subject: Developmental Psychology
subject: Social and Behavioral Sciences
subject: Psychology
subject: FOS: Psychology
subject: adjustment to college
subject: emerging adulthood
subject: identity development
subject: narrative identity
subject: repeated narration

description: Pre-Registration: The Repeated Narration of the Transition to College January 30, 2021 Proposed Author Order: Kate C. McLean David Dunlop Aubrie Patterson Abby Peterson Nathan Payne Kody Tiemersma Kit Turner Hannah Wolin Jennifer P. Lilgendahl Background. This paper utilizes a longitudinal dataset, with which we have a great deal of familiarity. We have analyzed portions of the dataset, and have engaged in extensive coding of the narratives. Thus, we detail here what we have done, and what we expect, but this is not a fully pre-registered paper, given our prior knowledge of the dataset. We also refer the reader to the overall OSF page for the project, and the grant proposal, which includes many of our hypotheses prior to data collection. The present project is an exploratory examination of the repeated narration of the transition to college. We asked the same questions about the transition to college at 4 time points, one year apart. We engaged in extensive bottom-up coding of these transition narratives, developing a codebook to capture the themes of the transition. The narratives of the transition were coded with the same codebook for each year, allowing us to examine change and stability in the themes and how the transition was narratives over time. We also solicited one specific memory of the transition at each time point, and we coded whether that specific event was repeated. Primary Questions RQ1: How is the transition to college narrated? 1. RQ1a: What are the main themes? (W2 only) 2. RQ1b: Do those themes differ by campus? (W2 only) RQ2: How does this narration of the transition to college change over time? 1. RQ2a: What are the frequencies of those who remain stable for each code, those who increase for each code, those who decrease for each code, and those who show non-linear patterns for each code? • We plan to do this for overall statement, connectedness, and autonomy. If we have decent sample sizes of the groups in #1 above, we will examine if they differ by mental health, marginalization 2. RQ2b: We plan to conduct qualitative analyses on cases that represent the varying trajectories identified above. We will update the pre-registration once we determine the frequencies and aa mechanism for identifying cases. Codes and they will be used: • Repeated Event – this will be categorical (at least one repetition v. no repetition) • Mental Health - this will be categorical (brought up at least once v. never raised) • Marginalized - this will be categorical (brought up at least once v. never raised) • Overall Statement – those who have at least 3 waves coded will be categorized into groups of stable (positive or negative ), increasing, decreasing, non-linear • Connectedness - those who have at least 3 waves coded will be categorized into groups of stable (positive or negative ), increasing, decreasing, non-linear • Autonomy - those who have at least 3 waves coded will be categorized into groups of stable (positive or negative ), increasing, decreasing, non-linear Analysis Plan 1. Descriptives and Preliminary Analyses: 1. Attrition analyses will be conducted on those who completed W2 v nothing further for: gender, campus, SES, conscientiousness, and W2 repeated narration codes 2. We will examine associations between autonomy, connectedness, overall statement, marginalization (linear), and mental health (linear) at each Wave. 2. Main Analyses: 1. RQ1: 1. Descriptives on all codes at W2 (RQ1a) 2. Chi-Square analyses on campus and for mental health and marginalization (RQ1b) 3. T-tests for campus for overall statement, connectedness, autonomy, and mental health and marginalization (if present) (RQ1b) 2. RQ2: Frequencies for groups of stable (positive or negative ), increasing, decreasing, non-linear for all codes, as long as cell sizes exceed 20.