Parental Involvement During the College Transition: A Review and Suggestion for its Conceptual Definition

Lowe, Katie; Dotterer, Aryn M.

doi:10.1007/s40894-017-0058-z

Cited by 53 publications

(65 citation statements)

References 76 publications

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“…Overall, these themes both support and add to previous research on parental involvement during emerging adulthood, specifically within the studentathlete population. Themes aligned with the view that parents are still an important agent of support for student-athlete emerging adults (Dorsch et al, 2016a;Lowe & Dotterer, 2017). Unlike previous research, this study included academic advisors for athletics, who had a unique vantage point from which to discuss parental involvement since they were involved in both the academic and athletic lives of studentathletes.…”

Section: Discussionmentioning

confidence: 88%

“…Cullaty (2011) shared that there has been a cultural shift in how parents are involved in their child's life since the year 2000, when evidence emerged that parents were becoming more involved on college campuses. College student affairs have also been giving more attention to how parents are involved in the lives of their children (Harper, Sax, & Wolf, 2012;Lowe & Dotterer, 2017;Savage & Petree, 2013). The University of Minnesota Parent Program does a biennial survey to examine parent/family services, and they have discovered that since the early 2000s universities are increasingly including parents because of the impact they may have on the academic success of college students (Savage & Petree, 2013).…”

Section: Parental Involvement In Emergingmentioning

confidence: 99%

“…The quality of involvement needs to be considered when examining parental involvement (Bradly-Geist & OlsonBuchanan, 2013;Lowe & Dotterer, 2017) as parents can be involved in their child's lives in different ways. Involvement can be more communication-focused, where parents talk to their emerging adult and give advice or chat about daily events (Cullaty, 2011;Dorsch et al, 2016a;Fingerman et al, 2012;Lowe & Dotterer, 2017).…”

Section: Parental Involvement In Emergingmentioning

confidence: 99%

“…Involvement can be more communication-focused, where parents talk to their emerging adult and give advice or chat about daily events (Cullaty, 2011;Dorsch et al, 2016a;Fingerman et al, 2012;Lowe & Dotterer, 2017). Another avenue of involvement is action-focused, such as when parents do things for or with their child, such as assisting with academic work or practicing a sport (Cullaty, 2011;Lowe & Dotterer, 2017;Odenweller et al, 2014).…”

Section: Parental Involvement In Emergingmentioning

confidence: 99%

“…Parental involvement is considered anytime a parent is a part of their child's life including the provision of tangible and intangible resources, which is the definition utilized for this study (Bradley-Geist & Olson-Buchanan, 2013;Lowe & Dotterer, 2017;Ratelle, Larose, Guay, & Senécal, 2005). This could include being in communication with their child, giving their child advice, or intervening when their child has a problem (Cullaty, 2011).…”

mentioning

confidence: 99%

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Parental involvement in the lives of intercollegiate athletes

Parietti

Sutherland

Pastore

2017

JAS

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The topic of parental involvement in the lives of their children, and the concept of over-involved parents has been growing as an area of research. The current study aims to fill this gap by examining parental involvement in the context of intercollegiate athletics. Specifically, a qualitative case-study method was utilized to examine parents' involvement in the academic and athletic lives of their studentathletes, including a focus on the concept of over-involvement in relationship to this population. Participants included eight NCAA Division I intercollegiate studentathletes (five male and three female) and the five academic advisors for athletics that worked with them. Participants completed two interviews and one journal, and all of the data was analyzed utilizing thematic analysis. The five themes that emerged were types of involvement, increasing involvement, over-involvement, outcomes of overinvolvement, and the fine line between healthy involvement and over-involvement. The present study offers insight into how student-athletes and academic advisors perceive parental involvement. This knowledge can be used by practitioners to improve how they communicate with parents and student-athletes. Also, researchers can employ this information to improve the overall understanding of parental involvement in regard to athletes. tudent-athletes make up a unique population because their experience is unlike the average college student experience given of the athletic demands that are placed upon them (Gayles, 2009;Jolly, 2008). In addition, these studentathletes face conflicting roles of being a student and an athlete (Comeaux, 2010). S

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Section: Discussionmentioning

confidence: 88%

Section: Parental Involvement In Emergingmentioning

confidence: 99%

Section: Parental Involvement In Emergingmentioning

confidence: 99%

Section: Parental Involvement In Emergingmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Parental involvement in the lives of intercollegiate athletes

Parietti

Sutherland

Pastore

2017

JAS

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Validation of the Five‐item Learning Climate Questionnaire as a measure of teacher autonomy support in the classroom

Simon

Salanga

2021

Psychology in the Schools

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The Learning Climate Questionnaire (LCQ) measures teacher autonomy support in the classroom. There are various versions of the LCQ available, a 15‐item full‐scale version and a 6‐item shortened version. Recent research suggests that using a 5‐item version of LCQ is a more effective measure of teacher autonomy support. Using data from a sample of Filipino undergraduate students, the single‐factor structure of the Five‐item LCQ (LCQ‐5) was validated through confirmatory factor analysis along with three longer versions of the scale. Results showed that LCQ‐5 outperformed the alternative versions of LCQ in terms of model fit. To demonstrate construct validity, LCQ scores were correlated with measures of parent and peer autonomy support, as well as with the short version of the self‐oriented perfectionism subscale of the Hewitt and Flett Multidimensional Perfectionism Scale. LCQ‐5 also displayed gender invariance and good internal consistency. The findings suggest that the LCQ‐5 can be used as a brief but psychometrically valid measure of teacher autonomy support. Implications for the measurement of teacher autonomy support are discussed.

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