Parents’ and College Students’ Perceptions of Support and Family Environment (original) (raw)
Related papers
The theory of emerging adulthood: parents’ experience of their child’s transition to college
Higher Education Research &Development, 2022
ABSTRACT The transition to college is a critical determinant of student success in higher education. Increasingly, students’ parents play a key role in supporting their sons and daughters as they adjust to the academic and social demands of university. However, little research has been conducted into parents’ experiences of their child’s transition to college. Arnett’s theory of emerging adulthood is concerned with the developmental stage typically associated with students. Parents of university students were invited to describe the challenges faced by students in the transition to college. Quantitative and qualitative data were elicited on the parents’ experiences of students’ transition to higher education. A survey was conducted, and participants were interviewed at key points during one academic year. Parents reported struggling with changes in their home and family life during this phase. They expressed mixed and complex views on the adult status of their children. They also sought direct communication and guidance from the university to support more effectively their child during the transition process. The findings of the study are discussed in the light of Arnett’s theory of emerging adulthood and implications are highlighted in this regard. Recommendations are made regarding transition planning, effective communication with parents and the provision of academic and personal support systems to facilitate the successful transition of students to college.
UC Riverside Undergraduate Research Journal Submit, 2020
First-year college students, especially first-generation attendees (FGC; neither parent finished college), often have difficulties adjusting to school. The present study examines the social and instrumental support these students receive during their first year of college and its role in their life satisfaction, a dimension of psychological well-being (Jenkins et al., 2013). In this study, 244 first-year college students (107 FGC) completed an online survey that asked about their perceived support and instrumental help from parents and on-and off-campus friends, as well as the students' overall life satisfaction. Results showed that, regardless of college-generation status, students reported feeling more social support than instrumental help from family and off-campus friends. For both FGC students and non-FGC students, there was a positive relationship between perceived social support and help from family and friends and student's satisfaction with life. The findings suggest that university professionals should try to involve families and other supportive persons, including on-and off-campus friends, in students' firstyear college experience to help students adjust to this new setting.
Residential setting and parent-adolescent relationships during the college years
Journal of Youth and Adolescence, 1993
The relationship of residential setting (living with parents vs. living away from home while attending college) and gender with late adolescents'perceptions of their relationships with parents was examined. Four hundred Jour undergraduates students (mean age = 20 years, 4 months) from two midwestern universities completed surveys. Two hundred four subjects lived with their parents and commuted to school, and 200 lived away at college. Controlling for student's age, parents' education, and financial and family considerations as factors in the choice of a college, living away was associated with greater independence, support, and mutual respect between parents and adolescents'. In contrast, students who lived at home felt parents underestimated their maturity, and reported more conflict and avoidance in their relationships with parents. Regardless of residential setting, women reported more mutuality and support in their relationships with parents than men. The results suggest the importance of considering contextual issues during the transition to adulthood.
Affording Emerging Adulthood: Parental Financial Assistance of their College-Aged Children
Journal of Adult Development, 2012
The purpose of this study was to examine parents' attitudes about and patterns of providing financial assistance to their children during college, and how varying levels of parental financial support were related to children's beliefs (e.g., perceptions of adulthood), behaviors (e.g., work hours, drinking, and drug use), and identity development. The sample consisted of 402 undergraduate students (62% women) recruited from four college sites across the United States (M age = 19.89), and one of their parents (310 mothers and 92 fathers). Using cluster analysis, results suggested four distinct approaches to parental financial involvement and found that emerging adults' beliefs, behaviors, and identity development differed as a function of parents' cluster membership. Discussion focuses on implications for emerging adult children whose parents endorse varying levels of financial involvement.
Adults' Personal Development in College
1996
The new American College Testing (ACT) College Outcomes Survey was used with a national sample of 9,348 undergraduate students to evaluate the effects of college on the personal and social self-concept of students. About one-third of the sample were over age 26. Outcomes for adult learners were compared with those of younger students. An "index of personal growth attributed to college attendance" was used to measure 36 items of personal and social growth and the college contribution to development. The index values indicated that colleges had "tangible" impact on 29 of the 36 areas for adult students, and adults reported personal and social growth comparable to that of the younger students. Comparisons were drawn between older college students and younger, more traditional-aged students to determine if the two groups showed different patterns of involvement in the college environment and if the impact of the college experience was different for adults. Adults were much less involved in campus activities and much more likely to be involved in caring for family.
Communication Quarterly, 2018
Emerging adulthood presents individuals with increased levels of relational uncertainty, perceived interference, and feelings of conflict or turbulence, especially within the parent-child dyad as children enter emerging adulthood. This study argues the relationship turbulence theory provides a framework to examine parent-child dyads experiencing the transition into adulthood. One hundred and forty-three emerging adults reported on their relationship with a parent, as well as recent interactions with their parent. Structural equation modeling demonstrated the relational turbulence theory is generalizable to parent-child contexts. Further explanation of these results and possible implications of the study are discussed.
2021
The transition to adulthood is typically marked by changes in relationships with family members, peers, and romantic partners. Despite this, the family often maintains a prominent role in young adults’ lives. A scoping review was conducted to identify the factors that influence families’ ability or capacity to provide young people with emotional support during the transition to adulthood, and to understand the gaps in this research area. Title and abstract searches were conducted from January 2007 to April 2021 in multiple databases, including PsycINFO, MEDLINE, and Sociological s. Fifteen semi-structured interviews were also conducted with stakeholders. In total, 277 articles were eligible for inclusion in the review. Following data extraction, 20 factors were identified. Factors with the most research (more than 20 articles) included: family proximity or co-residence; mental health; sex or gender differences; and family communication. Factors with less research included: societal ...