Parents’ and College Students’ Perceptions of Support and Family Environment

Datos Bibliográficos

ID15705347
AutoresKarin Bartoszuk (East Tennessee State University, autor de correspondencia), James E Deal (0000-0002-7454-5914, North Dakota State University), Meghan Yerhot (North Dakota State University)
Año2019
Volumen9
Número1
Páginas76-87
Fecha de publicación2019-01-17
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEmerging Adulthood (JOURNAL)
Identificadores de la revistaISSN: 2167-6968 • E-ISSN: 2167-6984
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/2167696818823947
OpenAlexW2909176190
IdiomaEN
Citas recibidas11
Referencias citadas43

The main objectives of this multimethod exploratory study were to compare parent and college student perceptions of communication patterns, financial/emotional support, family environment, and achieved adulthood during the transition to adulthood while in college. First, focus groups including eight parent figures and 16 students were conducted to provide feedback on important topics as well as on survey instruments. Survey responses from 152 parent figures and their college-age children were then used for the exploratory survey study. Parents reported providing more financial support, more positive family interactions, and less negative family interactions compared to their college-age children. The majority of students as well as parents did not view themselves and their children as having fully completed the transition to adulthood as indicated by the majority using the “in-between” response when asked if their child (or student himself or herself) had reached adulthood

Developmental psychology · Emotional support · Exploratory research · Focus group · Perception · Social support · Transition (genetics · Young adult · Career Development and Diversity · Family Support in Illness · Identity, Memory, and Therapy · Psychology · Social Psychology