Using culture to manage the transition into university: Conceptualising the dynamics of withdrawal and engagement

Abstract

This conceptual paper explored the purposes of using culture in the process of coping with stress by looking how first-year undergraduate students used cultural elements and activities to aid their transition into university. Results supported two key conceptualisations of the use of culture. First, results indicated that students used culture either for withdrawal purposes, that is, for escaping from the stressful situation, or for engagement purposes, that is, for actively engaging with the stressful situation. Second, the results suggested three different forms of using culture to engage with stressful situations: mood management, learning and personal interaction. While the results of the study resonate with the distinction between avoidance versus approach-oriented coping strategies that are widely explored in the stress and coping literature, they also suggest that the relationship between withdrawal and engagement might be dynamic with those two strategies serving distinct purposes in the process of coping with stress. This paper thus suggests that there is a need to develop process-oriented models of coping that would allow identifying patterns in the way people fluctuate between withdrawal and engagement that support and facilitate their personal growth and development.