Understanding Family Involvement in the College Experience Today

Daniel, Bonnie; Evans, Scott; Scott, Bernard

doi:10.1002/ss.7

Cited by 25 publications

(27 citation statements)

References 1 publication

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“…Today's parents of college students take a more active role in their children's education than previous generations (Cullaty, 2011;Daniel, Evans, & Scott, 2001). Parents are involved in their children's decision process in choosing an institution of higher education, paying for tuition, providing a support system, and continuing to be an active influence in their child's decision-making while attending school (Daniel et al, 2001). With this increased parental 710 J. M. Vaterlaus et al involvement and adolescence dependence, research is needed to understand the role of parental mediation of technology during emerging adulthood (Coyne, Padilla-Walker, & Howard, 2013).…”

Section: Discussionmentioning

confidence: 99%

“They Always Ask What I'm Doing and Who I'm Talking to”: Parental Mediation of Adolescent Interactive Technology Use

Vaterlaus

Beckert

Tulane

et al. 2014

Marriage & Family Review

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Burgeoning technology provides instant access to information and communication. Responsible adults are concerned about the material accessed by adolescent technology users. From an ecological system's lens, using a mixed-methods design, the current study identified adolescent and parent perceptions of parental mediation of adolescent interactive technology use (i.e., cell phones, Internet). Eighty adolescents (16-18 years of age) and their parents (n ¼ 113) participated in the study that identified generational differences in perceptions of parental mediation, techniques for mediating interactive technology (i.e., monitoring data and usage, active mediation, rules, restriction), and adolescent perceptions of the process of parental mediation. We used the results to propose principles for parental mediation of adolescent interactive technology use and provide directions for future research.

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Section: Discussionmentioning

confidence: 99%

“They Always Ask What I'm Doing and Who I'm Talking to”: Parental Mediation of Adolescent Interactive Technology Use

Vaterlaus

Beckert

Tulane

et al. 2014

Marriage & Family Review

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“…For college students, low social support is associated with various issues, such as parental divorce (Arria et al, 2009), a lack of friends (Curran et al, 2010), or an inadequate social life (Sirgy, Lee, & Bae, 2006). As a result of the rapid changes of today's society, college students’ perceptions of social support have shifted from viewing their supports as stable to seeing them as variable and fluctuating when students need help most (Daniel, Evans, & Scott, 2001). Perhaps available supports enable some students to maintain a relatively positive mental health despite stress.…”

Section: Social Support and Well‐beingmentioning

confidence: 99%

Managing Perceived Stress Among College Students: The Roles of Social Support and Dysfunctional Coping

Chao

2012

J of College Counseling

144

110

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The author examined the conditions (i.e., social support and dysfunctional coping) under which perceived stress predicted psychological well‐being in 459 college students. Hierarchical regression analyses indicated a significant 2‐way interaction (Perceived Stress × Social Support) and a significant 3‐way interaction (Perceived Stress × Social Support × Dysfunctional Coping) predicting well‐being. Low social support deteriorated the association between stress and well‐being. Only the frequent use of dysfunctional coping exacerbated the association between stress and well‐being across high and low social support. Implications for counseling college students are discussed.

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“…Further, despite the increasing number of students raised in alternative family structures (Daniel, Evans, & Scott, 2001;Tierney & Auerbach, 2005), sample size limitations meant that we did not examine students' interactions with same-sex parents, grandparents, or legal guardians (e.g., adopted or foster parents).…”

Section: Limitationsmentioning

confidence: 99%

Exploring the Parental Role in First-Year Students’ Emotional Well-Being: Considerations by Gender

Sax

Weintraub

2014

Journal of Student Affairs Research and Practice

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During a time of growing parental involvement in the lives of collegegoing students, this study examines how interactions with parents relate to students' sense of emotional well-being and how this varies by gender. Using longitudinal data on first-year college students at one institution, the study reveals the importance of both quality and quantity of studentparent interactions, and describes how this varies by the gender of the student and the parent.The historical concept of in loco parentis, whereby higher education institutions served "in the place of a parent" by assuming legal responsibility over students and closely monitoring student behavior, was replaced in the 1960s by an acceptance of college students as independent adults (Wartman & Savage, 2008). Since then, and especially over the last decade, parents have become increasingly engaged in the everyday lives of their college-going children (Carney-Hall, 2008;Wartman & Savage, 2008). This shift was prompted by increased college costs resulting in parents making a greater investment in their children's college experiences ( Johnstone, 2005) and technological advancements that make it easier for parents and students to regularly communicate (Hofer & Moore, 2010). Parents' increased involvement may also be driven by "emerging adulthood," an extended post-adolescent period during which individuals in their late teens through mid-twenties experience self-focused identity exploration, instability, and are uncertain as to the proper amount of interaction they should have with their parents (Arnett, 2006).The literature is conflicted on how connected parents should be to their college-going children. The increased involvement of parents in college is often portrayed negatively in the media as "helicopter" parenting, a constant hovering behavior believed to stunt student growth (Hofer & Moore, 2010). Conversely, some research has found that more frequent communication with parents correlates with student growth and progress (Wolf, Sax, & Harper, 2009). Understanding how parental involvement relates to student development becomes increasingly important as the college student population connects more with their parents. Innovations in Research and Scholarship FeaturesBrought to you by | University of California at Los Angeles Authenticated | dayna. 114Parental Role in First-Year Students' Emotional Well-Being Focusing on the first year of college as a critical period of transition (Reason, Terenzini, & Domingo, 2006), this study examines parents' roles in contributing to one dimension of student development-emotional well-being. Self-ratings of emotional health upon entering college have declined steadily over the past 25 years (Pryor, DeAngelo, Palucki Blake, Hurtado, & Tran, 2011) and continue to wane during the first year of college (Sax, Bryant, & Gilmartin, 2004). A gender gap persists, as women consistently report lower levels of emotional health than men (Pryor et al., 2011) and are more vulnerable to depression in adolescence and throughout adultho...

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Understanding Family Involvement in the College Experience Today

Abstract: With the parents of today’s college students challenging traditional policies and philosophical approaches to student development, administrators must develop a consistent and coordinated message that meets their changing needs.

Cited by 25 publications

References 1 publication

“They Always Ask What I'm Doing and Who I'm Talking to”: Parental Mediation of Adolescent Interactive Technology Use

“They Always Ask What I'm Doing and Who I'm Talking to”: Parental Mediation of Adolescent Interactive Technology Use

Managing Perceived Stress Among College Students: The Roles of Social Support and Dysfunctional Coping

Exploring the Parental Role in First-Year Students’ Emotional Well-Being: Considerations by Gender

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