Examining the Parent-Young Adult Relationship During the Transition to College: The Impact of Mismatched Expectations About Autonomy on College Student Adjustment PDF Download
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Author: DenYelle C. Baete Kenyon
Publisher:
ISBN:
Category :
Languages : en
Pages : 434
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Book Description
The present study examined individuation and expectations for autonomous behavior (EAB) with incoming college freshmen and their parents. To test the theory that greater mismatch between young adults and their parents about EAB would be associated with more negative adjustment to college, Collins' (1990) Expectancy-Violation Model was applied. Data were initially collected with online questionnaires from incoming college freshmen and one of their parents before the transition to college. Follow-up data (W2) were collected three months later to assess adjustment to college. Individuation was measured with the Late Adolescence Individuation Questionnaire; EAB and reports of actual autonomous behavior were assessed with a measure based on the Psychological Separation Inventory. College student adjustment was measured with indicators of psychological well-being (i.e., psychosomatic symptoms, depressive symptoms, positive affect) and adaptation to college (i.e., college self-efficacy, satisfaction with college, and anticipated fall college grades). Open-ended data were collected from young adults and their parents describing topics of autonomy behavior where they perceived disagreement. A MANOVA indicated that there were significant differences between the four individuation groups (a) individuated (high connectedness and high separateness), (b) pseudoautonomous (low connectedness and high separateness), (c) dependent (high connectedness and low separateness), and (d) ambiguous (low connectedness and low separateness) on the young adults' adjustment to college. Post-hoc planned comparisons revealed that college students in the"individuated"group were consistently better off than those in the"ambiguous"group. Some support was found for the hypothesis that a higher discrepancy (a) between parent and young adult EAB and (b) between young adults' reports of expected versus actual autonomous behaviors was associated with lower W2 young adult well-being. Quality of parent-young adult communication was found to moderate some of these associations. Qualitative data somewhat supported the quantitative results, as well as illustrated unique areas for disagreement on EAB. Jointly, these quantitative and qualitative findings suggest that young adults' level of individuation from parents and a mismatch between parents' and young adults' perceptions of future autonomous behavior may impact college students' psychological well-being during the transition to college.
Author: DenYelle C. Baete Kenyon
Publisher:
ISBN:
Category :
Languages : en
Pages : 434
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Book Description
The present study examined individuation and expectations for autonomous behavior (EAB) with incoming college freshmen and their parents. To test the theory that greater mismatch between young adults and their parents about EAB would be associated with more negative adjustment to college, Collins' (1990) Expectancy-Violation Model was applied. Data were initially collected with online questionnaires from incoming college freshmen and one of their parents before the transition to college. Follow-up data (W2) were collected three months later to assess adjustment to college. Individuation was measured with the Late Adolescence Individuation Questionnaire; EAB and reports of actual autonomous behavior were assessed with a measure based on the Psychological Separation Inventory. College student adjustment was measured with indicators of psychological well-being (i.e., psychosomatic symptoms, depressive symptoms, positive affect) and adaptation to college (i.e., college self-efficacy, satisfaction with college, and anticipated fall college grades). Open-ended data were collected from young adults and their parents describing topics of autonomy behavior where they perceived disagreement. A MANOVA indicated that there were significant differences between the four individuation groups (a) individuated (high connectedness and high separateness), (b) pseudoautonomous (low connectedness and high separateness), (c) dependent (high connectedness and low separateness), and (d) ambiguous (low connectedness and low separateness) on the young adults' adjustment to college. Post-hoc planned comparisons revealed that college students in the"individuated"group were consistently better off than those in the"ambiguous"group. Some support was found for the hypothesis that a higher discrepancy (a) between parent and young adult EAB and (b) between young adults' reports of expected versus actual autonomous behaviors was associated with lower W2 young adult well-being. Quality of parent-young adult communication was found to moderate some of these associations. Qualitative data somewhat supported the quantitative results, as well as illustrated unique areas for disagreement on EAB. Jointly, these quantitative and qualitative findings suggest that young adults' level of individuation from parents and a mismatch between parents' and young adults' perceptions of future autonomous behavior may impact college students' psychological well-being during the transition to college.
Author:
Publisher:
ISBN:
Category : Adjustment (Psychology) in adolescence
Languages : en
Pages :
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Book Description
This study investigates whether the parent-adolescent relationship is related to the academic, social, and personal-emotional expectations of adjustment and actual adjustment to college during the transition to college. The mother-adolescent relationship was more consistently linked to college adjustment than the father-adolescent relationship both cross-sectionally and longitudinally, and students identified their parents and especially their mother amongst the first people who they go to for support. More African Americans than students from other ethnic backgrounds and more dormitory residents than commuters identified their mother as their first supportive figure, suggesting that the students.
Author: John S. Wodarski
Publisher: Springer
ISBN: 331912045X
Category : Social Science
Languages : en
Pages : 300
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Book Description
This practice-oriented text presents evidence-based assessment methods and interventions that have been extensively field-tested in child welfare settings. The contributors offer empirical and field insights, comprehensive treatment models, and curricula in key areas such as child maltreatment, substance abuse, parent training, social skills, and youth employment interventions. For the professional reader, the book offers real-world guidance on social work practice, from hiring opportunities within a system to promoting lasting change as families and their issues grow increasingly complex. These chapters also take significant steps toward future improvements in child protection systems as the field evolves toward being more coordinated, effective, and professional. Included in the coverage: Legal requisites for social work practice in child abuse and neglect. The integrated model for human service delivery in child welfare. Risk assessment: issues and implementation in child protective services. Substance use and abuse: screening tools and assessment instruments. The process of intervention with multi-problem families. Preventative services for children and adolescents. Its multi-level approach makes Evidence-Informed Assessment and Practice in Child Welfare an essential professional development text for social workers, particularly those new to the job, as well as a progressive blueprint for social work administrators.
Author: DAYNA Staci Weintraub
Publisher:
ISBN:
Category :
Languages : en
Pages : 300
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Book Description
Identifying the most effective ways of supporting college students' adjustment and integration, while simultaneously managing parents' desires for engagement, is a central challenge facing university administrators. As a result of exponentially rising college costs that require parents to assume a greater share of their children's education expenses, coupled with rapid technological advancements, parents and students interact much more frequently than in the past. Whether college is a time to separate from family in order to establish one's independent identity, or a time where maintaining contact with parents helps students journey, remains unanswered. Our understanding of the link between ongoing parental communication and students' progress in college is currently dominated by the unverified media narrative claiming that students' frequent contact with parents ultimately leads to the development of overly dependent and less self-reliant young adults. Moreover, it is vital to note that different gender, racial, and socioeconomic groups may not communicate with their parents in the same ways and thus may experience dissimilar familial bonds and effects. Drawing from student development theory, college impact models, and extant literature, this study presents a longitudinal analysis of how maintaining parental communication during college predicts adjustment and integration, and addresses whether these effects are dependent upon students' gender, race, or class. Using survey data obtained at three time-points, quantitative analytic techniques examine these questions. The conclusions from this study suggest that students are gravitating towards more asynchronous modes of communication with their parents. Further, this study found that students' interactions with their parents do have some positive relationships with their adjustment and integration, even after controlling for other pre-college traits and college experiences. More importantly, peers and faculty were shown to be much stronger predictors of adjustment and integration relative to the role played by parents. In light of these findings, the study offers implications for college and university administrators, parental figures, and future research.
Author: Kyla Marie Ramirez
Publisher:
ISBN:
Category :
Languages : en
Pages : 194
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Book Description
As the number of young people entering college increases, the factors that contribute to college success, both academically and emotionally, require further scholarly examination. Increasingly, college represents an important context for the transition to adulthood and adjustment during the transition to college is predictive of retention, academic success, and overall mental health functioning (Aseltine & Gore, 1993; Gerdes & Mallinckrodt, 1994). Thus, it is important to examine factors in adolescence that will predict successful adjustment during the transition to college. This study aimed to investigate the quality of the parent-adolescent relationship as it pertains to later social and academic adjustment for young adults in the first two years of college attendance. A sample of 54 (6 male, and 48 female) undergraduate students between the ages of 17 and 20 years (M=18.89, SD= 0.92) attending classes at California State University, Sacramento were recruited through visits to undergraduate classes. A demographic survey, the Inventory of Parent and Peer Attachment, Rosenberg's Self-Esteem Scale, and Experiences in Close Relationships-Revised Questionnaire was administered by means of a secure on line survey web site. Pearson correlations were used to examine relationships between demographic variables and study outcomes, and correlational analyses were similarly conducted to examine associations between parent-adolescent attachment and social adjustment, controlling for significant demographic variables. Results indicated that there were significant associations between the quality of mother-adolescent relationship and positive academic adjustment, such as academic satisfaction and keeping up with coursework, and higher levels of self-esteem. There were significant results with regards to the father-adolescent relationship, specifically, correlations between father-adolescent communication and finding academic work challenging, and an inverse relationship between father-adolescent alienation and self-esteem. Results of this study showed no significant link between the aspects of perceived parent-adolescent relationships, with regards to both mother and father relationships, and later qualities of relationship functioning. Limitations and suggestions for future research are discussed.
Author: Katherine Lynk Wartman
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 156
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Book Description
Helicopter parents have become a recent phenomenon in higher education. Who are these parents and why have they landed on our college campuses? This monograph examines parental involvement in higher education by looking at the history of the relationship between students and institutions and institutional responses to this phenomenon. It explores alternative theoretical frameworks that highlight the benefits of strong parental relationships for today's college students, paying particular attention to the variables of gender, race, and socioeconomic class and how they inform the student-parent relationship. This text concludes with implications for practice and suggestions for policy so that all parents are included in our institutional efforts, not just the ones making all the noise. -- Back cover.
Author: Tracy Desjardins
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Young adulthood is a critical period during which advances in educational, occupational, and financial adjustment set the stage for lifelong economic capital, health, and well-being. Greater understanding of the factors that contribute to positive and negative adjustment in young adulthood is warranted. This longitudinal study highlights the important role of parents by investigating (1) changes in the emotional quality of parent-youth relationships during adolescence and the transition to adulthood, (2) whether such changes relate to young adults' adjustment outcomes in three age-salient domains, and (3) whether the effects of changes in parental relationships are associated with young adults' adjustment outcomes through the intervening effects of mental health symptoms. Specifically, I examined direct and indirect associations between changes in mother and father emotional support (ES) and psychological control (PC) and young adults' educational, occupational, and financial outcomes through youths' depressive and anxiety symptoms. Sex and SES group differences were also examined. Participants were 545 youth from a medium-sized Canadian city. They were assessed at four time points over a six-year period. All analyses were conducted separately by two developmental transition groups: The young adult transition group included 240 participants who were initially 18 to 21 years old, and the adolescent transition group included 305 participants who were 14 to 17 years old at the initial assessment.
Author: Janis Beth Brody
Publisher:
ISBN:
Category :
Languages : en
Pages : 470
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 588
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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309309980
Category : Medical
Languages : en
Pages : 431
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Book Description
Young adulthood - ages approximately 18 to 26 - is a critical period of development with long-lasting implications for a person's economic security, health and well-being. Young adults are key contributors to the nation's workforce and military services and, since many are parents, to the healthy development of the next generation. Although 'millennials' have received attention in the popular media in recent years, young adults are too rarely treated as a distinct population in policy, programs, and research. Instead, they are often grouped with adolescents or, more often, with all adults. Currently, the nation is experiencing economic restructuring, widening inequality, a rapidly rising ratio of older adults, and an increasingly diverse population. The possible transformative effects of these features make focus on young adults especially important. A systematic approach to understanding and responding to the unique circumstances and needs of today's young adults can help to pave the way to a more productive and equitable tomorrow for young adults in particular and our society at large. Investing in The Health and Well-Being of Young Adults describes what is meant by the term young adulthood, who young adults are, what they are doing, and what they need. This study recommends actions that nonprofit programs and federal, state, and local agencies can take to help young adults make a successful transition from adolescence to adulthood. According to this report, young adults should be considered as a separate group from adolescents and older adults. Investing in The Health and Well-Being of Young Adults makes the case that increased efforts to improve high school and college graduate rates and education and workforce development systems that are more closely tied to high-demand economic sectors will help this age group achieve greater opportunity and success. The report also discusses the health status of young adults and makes recommendations to develop evidence-based practices for young adults for medical and behavioral health, including preventions. What happens during the young adult years has profound implications for the rest of the life course, and the stability and progress of society at large depends on how any cohort of young adults fares as a whole. Investing in The Health and Well-Being of Young Adults will provide a roadmap to improving outcomes for this age group as they transition from adolescence to adulthood.
