Self-defining memories of change and continuity: The effect of university experience

The present study investigated stability and change in self-concepts in response to a transitional life experience: university experience. Life transitions typically present challenges to the self, in which case individuals use autobiographical reasoning and integration of memories to restore coherence. There is also the tendency to view the self in an improving way (Wilson & Ross, 2003). The phenomenological and narrative characteristics of self-defining memories for changing and stable self-concepts were examined in relation to the change students experienced in transition (psychological and material) and the time passing over the event. To investigate the effect of transitional impact, memories of students from Istanbul and other cities who came to Istanbul to study university were compared. Freshman and junior undergraduates recalled two self-defining memories, one memory representing how they changed after starting university and another one representing how they remained the same after starting university. We found that both change and continuity memories were specific memories. We also found that change memories were more integrative. However, freshmen who experienced less challenge had slightly more integrative memories. Contrary to the expectations, this might indicate that when the challenge is not high, people can complete the meaning making process in shorter time and integrate their memories into self. Additionally, meaning making was related to well-being such that students who retrieved two non-integrative memories had lower life satisfaction compared to students who retrieved at least one integrative memory. Finally, students retrieved relationship/intimacy memories at most for both change and continuity memories. However, they focused more on personal development and achievement memories for change memories while retrieving memories about more stable aspects of self like values.