ArticleFrontiers in psychology2026
Social support and future self-continuity across clinical transition phases in master of nursing specialist students: a longitudinal cross-lagged panel study based on Schlossberg's Transition Theory.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Future self-continuity (FSC) is critical to professional identity and career persistence among Master of Nursing Specialist (MNS) students, yet the dynamic interplay between social support and FSC across clinical transition phases remains unclear. Objective: Guided by Schlossberg's Transition Theory, this study examined the developmental trajectories of social support and FSC, as well as their phase-dependent, asymmetric temporal relationships, across three transition phases: Moving In (enrollment), Moving Through (early internship), and Moving Out (internship completion). Methods: A three-wave longitudinal study was conducted with 270 MNS students from multiple institutions in Zhejiang Province, China, who were assessed at enrollment (T1), early internship (T2), and internship completion (T3). Social support and FSC were measured using the SSRS and FSCQ, respectively. Latent growth curve modeling (LGCM) and cross-lagged panel modeling (CLPM) were employed for data analysis. Results: A total of 263 participants completed all three waves. Social support remained stable ( Conclusion: Future self-continuity is more vulnerable to clinical transition challenges than social support and demonstrates a sustained temporal precedence over subsequent social support. The longitudinal effect of social support on FSC is phase-dependent, attenuating as students transition into clinical practice. Interventions should prioritize early FSC cultivation during enrollment and progressively foster internal psychological resources throughout clinical training.
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