Memorable Messages for Navigating College Life

Nazione, Samantha; LaPlante, Carolyn; Smith, Sandi W.; Cornacchione, Jennifer; Russell, Jessica; Stohl, Cynthia

doi:10.1080/00909882.2011.556138

Cited by 47 publications

(16 citation statements)

References 28 publications

(46 reference statements)

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“…Memorable messages may be acted on in the moment, but are usually remembered and ''pulled forward'' for sense-making, particularly in transitional and confusing moments in one's life (Medved et al, 2006). Family memorable messages have been identified as influential to individuals' relational worldviews (Knapp et al, 1981), body image satisfaction (Catlett & Koenig Kellas, Koenig Kellas, 2009), views on aging (Holladay, 2002), and education and careers (Knapp et al, 1981;Medved et al, 2006;Nanzione et al, 2001). Several studies have found that families deliver explicit memorable messages to their children about their future careers (Lucas, 2011;Medved et al, 2006), and impact individuals' career decisions when entering college (Lucas, 2011;Nanzione et al, 2001).…”

Section: Memorable Messages and College Successmentioning

confidence: 99%

“…The messages that parents provide to their children influence values, perspectives, and behaviors throughout their children's lifetime (Knapp, Stohl, & Reardon, 1981;Smith & Butler Ellis, 2001). College students receive advice about navigating college from family members (including parents), academic personnel, friends, and the media (Nanzione, Laplante, Smith, Cornacchione, Russell, & Stohl, 2001), and overall messages students receive from important others are predictive of their success in school (Cauce, Hannan, & Sargeant, 1992).…”

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confidence: 99%

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“If You Can Dream It, You Can Achieve It.” Parent Memorable Messages as Indicators of College Student Success

Kranstuber¹,

Carr

Hosek

2012

Communication Education

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This study investigated various aspects of parents' memorable messages about college as they relate to indicators of college student success. Findings revealed that parents' memorable messages about college focused on working (and playing) hard, the necessity of attending college, providing encouragement and support, and general advice based on parents' own experiences. Although these message themes were not uniquely predictive of college student success, the students' perceptions of message and sender characteristics emerged as significant predictors of cognitive learning indicators, learner empowerment, college motivation, and satisfaction with college. Theoretical and practical implications for findings are discussed.

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Section: Memorable Messages and College Successmentioning

confidence: 99%

mentioning

confidence: 99%

“If You Can Dream It, You Can Achieve It.” Parent Memorable Messages as Indicators of College Student Success

Kranstuber¹,

Carr

Hosek

2012

Communication Education

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“…Using a control theory (Carver & Scheier, 1982, 1990Powers, 1973;Wiener, 1948) perspective, research has found that memorable messages help people understand and act in new or challenging situations via a negative feedback loop; these memorable messages are recalled when individuals self-assess their own behavior that violates or exceeds their goals and ideals (Ellis & Smith, 2004;, and they can help guide subsequent behavior to maintain personal standards. Research has demonstrated a range of memorable message types delivered under a variety of circumstances, such as college life (Nazione et al, 2011) organizational socialization (Stohl, 1986), faith and spirituality (Keeley, 2004), breast cancer (Smith, Atkin, Skubisz, Nazione, & Stohl, 2009), and aging (Holladay, 2002). Because this study seeks to uncover what messages are recalled by women serving community supervision, we ask: RQ1: What types of memorable messages do women on probation and parole report from their supervising agents?…”

Section: Influence Of Memorable Messages On Female Offenders As Suggementioning

confidence: 98%

“…In memorable messages studies that have used control theory as a framework, memorable messages were likely to become highly activated in a variety of situations, such as everyday behavior , college life (Nazione et al, 2011), and breast cancer prevention and detection activities (Smith et al, 2010). Stone (2014) found that pregnant substance users reported two types of memorable messages: action-oriented behavioral guides and assessment-oriented identity appraisals.…”

Section: Influence Of Memorable Messages On Female Offenders As Suggementioning

confidence: 98%

An exploration of female offenders’ memorable messages from probation and parole officers on the self-assessment of behavior from a control theory perspective

Cornacchione

Smith

Morash

et al. 2016

Journal of Applied Communication Research

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Guided by control theory, this study examines memorable messages that women on probation and parole receive from their probation and parole agents. Women interviewed for the study were asked to report a memorable message they received from an agent, and to describe situations if/when the message came to mind in three contexts likely to emerge from a control theory perspective: when they did something of which they were proud, when they stopped themselves from doing something they would later regret, and when they did something of which they were not proud. The types of memorable messages and the reactions to these messages within the three contexts were coded, and differences between women on probation versus parole were examined. Overall, a greater proportion of women on parole recalled memorable messages, and the most frequently reported type of memorable message was behavioral advice. Women reported that the message helped them do things of which they were proud, such as engaging in routine activities and fulfilling goals; helped them to not give into urges that could lead to further negative sanctions or feelings of regret; and came to mind when they relapsed. Practical implications of the findings for training are presented. ARTICLE HISTORY

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“…For participants who completed the online survey, this question served as the randomizer for targeted parent. The options to this question were: (a) father and father, (b Ford & Ellis, 1998;Keeley, 2004;Knap et al, 1981;Nazione et al, 2011;Stohl, 1986) used face-to-face interviews to gather data because interviews are advantageous for greater control over the data collection process, as the researcher is able to probe into responses. However, interviews have the potential to pose face-threats.…”

Section: Spssmentioning

confidence: 99%

Young Adult Daughters and their Parents: Communication about WorkCareer and Family

Daniels¹

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Employing adult daughters' (N = 254) perspectives of their communication, relational quality, and identities with and surrounding their relationships with parents, I bridge organizational and family communication's scholarship realms to address family socialization regarding work/career and family. Specifically, I examine: (a) the content and context of memorable messages about work and/or family; (b) the connection between daughters' closeness to parents and daughters' likelihood to transmit these messages; and (c) the impact of mothers' socialization messages about work/career and family on daughters' personal, relational, and enacted identities (identity layers within the Communication Theory of Identity (CTI; Hecht (1993)). Using both online and paper surveys, participants responded to opened-and closedended questions directed at either their mother or father who are biological or non-biological and alive or deceased. Quantitative responses were analyzed through regressions using SPSS and qualitative data was coded with Nvivo to examine memorable messages that young adult daughters receive from parents regarding work/career and family. Themes of work enjoyment and marriage prevailed across memorable messages about work and family respectively. Regarding memorable messages on work, fathers communicated messages about having priorities and work input whereas mothers communicated messages about attitudes towards work (i.e., working hard, not missing work, and treating people well), the value of work (i.e., education and financial empowerment), perseverance, and offered encouragement. Regarding memorable messages on family, mothers communicated messages about marriage/relationship (i.e., prioritization of work over family, readiness for marriage/family, and premarital rules), family responsibility, and support/love/unity whereas fathers communicated messages about the importance of family (i.e., family is everything, family is first), marriage, and father responsibility. Most messages were communicated in a private and informal/unplanned conversations. Results of the study indicated no significant difference between daughters and their target parent (i.e., mother or father) in terms of daughters' likelihood to transmit memorable messages and to engage in respectful accommodation, interpersonal closeness, and relational satisfaction. However, daughters reporting on fathers had greater self-disclosing than those targeting mothers. Daughters and parents' engagement in respectful accommodation and selfdisclosure positively predicted daughters' relational satisfaction. When daughters were relationally satisfied, they were likely to transmit parents' memorable messages. Daughters' receipt of mixed messages about work/family from parents was related positively to daughters' personal-relational and personal-enacted identity gaps which were in turn negatively related to daughters' life satisfaction. Generally, the findings provide additional content on memorable messages about work/family that parents communicate to their...

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Memorable Messages for Navigating College Life

Cited by 47 publications

References 28 publications

“If You Can Dream It, You Can Achieve It.” Parent Memorable Messages as Indicators of College Student Success

“If You Can Dream It, You Can Achieve It.” Parent Memorable Messages as Indicators of College Student Success

An exploration of female offenders’ memorable messages from probation and parole officers on the self-assessment of behavior from a control theory perspective

Young Adult Daughters and their Parents: Communication about WorkCareer and Family

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