Identity change and the transition to university: Implications for cortisol awakening response, psychological well‐being and academic performance

Abstract The social identity model of identity change (SIMIC) posits that social group memberships protect well‐being during transitional periods, such as the transition to university, via two pathways — maintaining previously held social group memberships (social identity continuity) and gaining new social group memberships (social identity gain). Breaking new ground, this study investigates how these processes can influence an important biomarker of stress — cortisol awakening response (CAR). A total of 153 first year undergraduate students (69.3% female) completed measures (group memberships, depression, life satisfaction) at the beginning of the academic year (October, time 1; T1), of which 67 provided a saliva sample for CAR assessment. Seventy‐nine students completed the time 2 (February, T2) measures 4 months later (41 provided saliva). Academic performance was assessed objectively through end‐of‐academic year university grade data (June, T3). At T1, students who maintained and gained social group memberships reported lower depressive symptoms and greater life satisfaction. Across the academic year, social identity gain was associated with a larger post‐awakening cortisol response at T2, indicative of a better ability to cope with stress. Thus, gaining new social group memberships during the transition to university was associated with a better ability to cope with stress.