Dissertations / Theses: 'College family support'

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Bartoszuk, Karin, James E. Deal, and Meghan Yerhot. "Parents' and College Students Perceptions of Support and Family Environment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4872.

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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.

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Kirk, Abigail. "Childhood Family Factors That Influenced the Enrollment of College Students with Learning Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3195.

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The purpose of this study was to use qualitative measures to investigate the childhood family factors that influenced the enrollment of college students with learning disabilities. Six participants were interviewed, all of whom were registered through the University Accessibility Center at a four-year university and were served at some point during their school years for a learning disability. Interviews were held in a confidential location and lasted approximately thirty minutes. The interview protocol was constructed in a way that allowed participants to reflect on their experiences and tell their story in their own manner. Planned prompts were included to solicit more information as needed. The interviews were digitally recorded using an Ipod recorder and transcribed using NVivo 8 software. Investigators used thematic analysis to identify themes or patterns in the data, analyzed the themes, and reported the results based on their interpretation of the themes. In this approach, the data drove the interpretation rather than attempting to fit the data into the investigators' existing beliefs or interests. Four major themes emerged from the data analysis. Two themes centered on family factors that influenced college enrollment. These themes included parent support during school years and family involvement with college enrollment. Participants described the supportive relationship they had with their parents and the underlying feelings of support that always existed in their homes. They also reported their family's tradition of college attendance and parent expectations to attend college as significant factors in their own college enrollment. The other two themes relate to participants' feelings and beliefs about their disabilities. These themes include the impact of the disability on the individuals' sense of self-worth and personal strengths that contributed to success. Participants reported experiencing a lack of understanding about their disability. They recalled comparing themselves to their peers and not knowing how to explain their learning challenges to others. Despite their frustrations, participants made personal contributions to their own success. These contributions included the use of coping strategies and a determination to succeed. The individuals' use of coping strategies created an opportunity to experience success in the school setting, thereby increasing their motivation to continue their education after high school.

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Paul-Dixon, Darla Lynn. "RETAINING AFRICAN AMERICAN MALE COLLEGE STUDENTS: A QUALITATIVE STUDY EXAMINING THE INFLUENCE OF FAMILY SUPPORT NETWORKS AS A RETENTION FACTOR." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1177001339.

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Newhart, Sean. "The Influence of Family Functioning on Social Competence, Social Support, and Mental Health Among College Students." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898795.

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There are a multitude of factors that influence college students’ mental health. Among such factors, there is little research on the influence of family functioning, social competence, and social support on the mental health of college students. This quantitative research study examined the relationships among the identified variables utilizing structural equation modeling. Results indicate that although there are relationships between each variable, the a priori theoretical model established by the researcher did not fit the data well. Implications for mental health practitioners and researchers are explored in light of the researcher’s findings.

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Moore, Lindsey Kathryn. "Family dynamics and students' characteristics as predictors of undergraduate college student adjustment." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5258/.

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The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North Texas completed measures of basic student information, perceived level of family support and level of parental attachment, and perceived level of college student adjustment. Parental Attachment and Family Support were found to positively correlate to the level of adjustment to college. Analyses of these data reveal a statistically significant difference in student adjustment to college when comparing the participants by age, university classification, and living arrangement. Further analysis reveals that there is a statistically significant difference between gender, race, students' marital status, and parents' marital status when measuring the outcome of perceived family support. Perceived level of parental attachment differs significantly when comparing students by their race, marital status, and their parents' marital status.

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Jones, Samantha Kacie. "More than Just Parents: The Importance of Siblings as Supportive Others During the Transition to College." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1430841871.

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Hirsch, Jameson K., and Alison L. Barton. "Positive Social Support, Negative Social Exchanges, and Suicidal Behavior in College Students." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3423.

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Risk for suicide is often higher among college students, compared to same-age noncollegiate peers, and may be exacerbated by quality of social support and interactions. The authors examined the independent contributions of positive social support and negative social exchanges to suicide ideation and attempts in college students.Participants were 439 volunteer undergraduate students, who were primarily female (71%).Cross-sectional, survey design. Participants completed measures assessing positive social support, including emotional, informational, and tangible support; negative social exchanges; and suicidal behavior, including ideation and attempts.Positive social support, particularly tangible support, and negative social exchanges were significantly predictive of greater suicidal behavior.Practical manifestations of support may buffer against suicide risk for college students, whereas conflict-based interactions may contribute to increased risk. At the institutional, parental, and peer levels, promotion of supportive relationships may be an important suicide prevention strategy.

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Price, Eric W. "Coming Out: The Lived Experiences of LGB College Students who Feel Supported by Their Parents." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984207/.

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The purpose of this phenomenological study was to explore how LGB college students created meaning out of their coming out process to their parents. I recruited LGB college students who perceived support from their parents during their coming out process and asked the following research question: What are the lived experiences of LGB college students who have experienced support from their parents during the coming out process? Seven White (n = 4), African American (n = 2), and Hispanic (n = 1) college students, three men and four women aged 18-24 years, shared narratives that included time periods before, during, and after their coming out disclosures to their parents. Using an adapted phenomenological analysis, I identified nine major themes: awareness of feeling different, positive relationship with parents prior to coming out, college impacting the coming out process, feeling unsure of how parents would respond to disclosure, parents assuring continued loved and acceptance, parents affirming LGB identity, increased relational depth with parents, increased sense of authenticity, and an appreciation for family's response and support. The findings provide insight into how counselors might work most beneficially with LGB college students and their parents around the coming out process. Opportunities for future research and limitations of the study are discussed.

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Jefferson, Tara. "Challenges, opportunities, and sources of support for undergraduate mothers attending college at a four-year institution." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1365776862.

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Contreras-Godfrey, Rossanna. "Giving Voice to Black and Latino Men: First-Year Students' Perceptions of the Relative Impact of Family Support and College Aspirations on their Decisions to Enroll and Actual College Enrollment." Thesis, Boston College, 2009. http://hdl.handle.net/2345/637.

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Thesis advisor: Ana Martinez-Aleman
Abstract Black and Latino men have the lowest college enrollment rates among traditional college-aged students. Using a qualitative method, this study examined first-year students' perceptions of factors that influenced their plans to pursue a college education and actual enrollment. The factors this study explored were family support activities as defined by the Hossler college choice model and college aspirations factors. Currently, the experiences of first-year black and Latino men enrolled at four-year postsecondary institutions have been limited. These firsthand accounts will provide useful information to guidance counselors, school and university administrators, and policy makers interested in increasing the number of black and Latino men at four-year colleges and universities. The literature on college enrollment shows that black and Latino men have the lowest enrollment rates of all college-aged students. The college choice literature suggests that family support activities such as saving for college, visiting colleges, and attending a financial aid workshop all are influential in students' decision to enroll at a postsecondary institution. In addition, the literature on college aspirations shows that factors such as family encouragement, peers, and schools can either aid or hinder a student's plans to go to college. Yet, Hossler's college choice model and the college aspirations literature usually do not explain the college enrollment decisions of black and Latino men. In particular, a specific aim of this study is to investigate whether the college choice and college aspirations literatures' conclusions hold true for black and Latino men. In addition, this study explores whether participants' decisions to enroll are influenced by gender expectations. The results of this study were examined using a critical theory lens. The study's findings reveal that black and Latino men's college enrollment decisions are influenced in much the same ways as those of other high-school students. Parents provided the foundation along with early academic success that instilled ideas about the benefits of a college education and supported the attainment of that goal. Furthermore, participants rejected negative stereotypes associated with men of color and saw the pursuit of a postsecondary education as a challenge to these common beliefs. These findings show that men of color's college enrollment decisions are impacted by parents as well as multivariate factors that work to sustain their college enrollment goals. This information can provide school and college administrators as well as policymakers with strategies that could successfully address the problem of college transition and access for this population
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

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Curewitz, Alana. "The effects of child sexual abuse, perceived family social support, and risky behaviors on subsequent sexual victimization in adolescence and early college." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1341.

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This study attempted to determine whether a history of child sexual abuse (CSA) and certain risk factors, family social support and risky behavior involvement, predicted subsequent sexual victimization in adolescence and early college. Participants were 245 female undergraduates who completed a series of questionnaires assessing CSA, perceived social support from family, risky behavior involvement, and further sexual victimization in adolescence and early college. The results indicated that those who reported experiencing CSA experienced more severe subsequent victimization in adolescence but not in early college compared to those without a history of CSA. Neither CSA nor family social support predicted frequency of risky behaviors. However, both prior history of CSA and higher levels of involvement in risky sexual activities during high school predicted severity of further sexual victimization in adolescence but not in early college. These findings suggest that many survivors of CSA may need access to psychoeducational service.

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Radomski, Teresa. "PERCEPTIONS OF SUPPORT, LIKELIHOOD OF RETENTION, AND DIFFERENCES BETWEEN PLACES OF ORIGIN AMONG FIRST-GENERATION COLLEGE STUDENTS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/147.

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First-generation college students are less likely to attend and complete college than their peers whose parents have completed college. Among the reasons cited for this disparity is lack of parental familiarity of the college admissions process and financial aid opportunities. First-generation youth wishing to pursue a college education must rely on others for this knowledge. This study examines first-generation college students' perceptions of support and whether their places of origin have any bearing on their future plans. The study examines interviews with participants through the lens of Tinto's (1993) model of student departure to examine whether their responses, and whether their places of origin, point toward likelihood of student retention. This study finds that students cite parents and high school faculty and staff as most supportive when preparing for college. After arriving in college, there are no differences among students based on place of origin and likelihood of retention. Participation in a retention program appears to help the students meet the criteria for student retention as outlined by Tinto's model.

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DiGiandomenico, MaryJo. "An Analysis of the Relationship Between Social Support, Selected Demographics, and Physical Activity Among Community College Students." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1277555663.

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Jackson, Michelle B. "Addressing mental health needs on college campuses| Utilizing recovery principles that encourage a holistic approach, selfresponsibility, strengths-based practice, cultural sensitivity, and family support." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10038735.

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Research shows that there has been a significant increase in mental health issues within the college student population. Applying recovery-oriented principles as defined by the Substance Abuse and Mental Health Services Administration (SAMHSA) may be an effective approach to creating and adapting mental health resources for college students. In the current study, literature on the following was reviewed: (a) the college culture, (b) the prevalence of mental health issues for college students, and (c) recovery-oriented principles. Then, a critical analysis of the literature was conducted based upon the following recovery-oriented principles: (a) encouraging a holistic approach, (b) self-responsibility and self-empowerment, (c) strengths-based practice, (d) cultural sensitivity), and (e) family support. Findings indicate that holistic resources highlight individual needs and creativity; programs that encourage self-responsibility underscore the importance of self-screenings; strengths-based approaches are centered around building self-esteem and increasing positive emotions; culturally sensitive resources are often group-oriented and acknowledge multiple facets of diversity, and programming that promotes family support emphasizes psychoeducation and stigma reduction. Based upon the integration of these findings, adaptations of current efforts on campus to promote these principles, as well as new ideas, are provided.

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Giraldo, Garcia Regina J. "INDIVIDUAL, FAMILY, AND INSTITUTIONAL FACTORS THAT PROPEL LATINO/A STUDENTS BEYOND HIGH SCHOOL." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401963002.

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Roberts, Jennifer Kessa. "Alignment of Ohio's College Credit Plus Policy with Barriers to and Supports for College Enrollment of High School Students in High-Poverty Rural Areas." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555571977938049.

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Watson, Kimberly Ann. "The Role of Mentoring, Family Support and Networking in the Career Trajectory of Female Senior Leaders in Health Care and Higher Education." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1205778756.

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"Local Family Connection and Support through the First Semester of College." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53521.

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abstract: The transition process from high school to college can be filled with many rewards and challenges not only for students, but also for their families. As institutions have continued to evolve to support student success and retention, many universities have added or expanded parent and family program offices. While universities continue to work collaboratively with families promote student success, it is important to understand the how the needs of families may vary. One area to explore is the proximity of students to their family members and how distance may impact the transition for both students and families. A perceived problem in this study was that family members of local students were not as engaged as family members who lived outside the local area. The purpose of this action research study was to better understand and enhance the experience of local families as their students transitioned from high school to college. The study and innovation were grounded in two theoretical frameworks: funds of knowledge and Schlossberg’s transition theory. The innovation developed based upon learnings from these theoretical frameworks included four elements: (a) a family guide, (b) family newsletters, (c) an online family video series, and (d) an updated parent and family website. The study was a mixed methods action research study conducted over the course of one semester. Quantitative data was collected through the use of a presurvey at the start of the academic year and a postsurvey as the semester completed. Qualitative data was collected through individual interviews with local family members. The results of this study indicated that families who participated in at least one element of the innovation reported more knowledge of campus resources, felt more supported by the institution, and were confident in their ability to assist their student in the transition to college. Additionally, implications for practice and areas for future research were explored.
Dissertation/Thesis
Doctoral Dissertation Higher and Postsecondary Education 2019

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Nelson, Taiye N. Mullis Ronald L. "The role of family values and perceived family social support in stress appraisal among black and white college students." 2004. http://etd.lib.fsu.edu/theses/available/etd-11152004-172106.

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Thesis (Ph. D.)--Florida State University, 2004.
Advisor: Dr. Ronald L. Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.

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Niebes-Davis, Allison Janine. "The Role of Family and Academic Support in the Relationship between Gender Role Beliefs and Psychosocial Distress among Latina College Students." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11430.

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College is a time marked by a significant level of stress, especially for Latina students. One of the changes that often occurs during an individual's time in college involves one's gender role beliefs, shifting from traditional gender role beliefs to more liberal beliefs. Though a great deal of research has been done to show that college attendance plays an important role in the liberalization of gender role beliefs, little is known about this relationship for Latina students. This is particularly problematic as Latina students face unique challenges on the college campus, including issues relating to acculturation. Because the Latino cultural norms often dictate women to be dependent on their family, a move towards nontraditionalism can create family conflict and intragroup marginalization, both of which can contribute to psychosocial distress in ethnic minority groups. As Latina students face unique educational challenges, and may develop family conflicts, a supportive academic environment may serve to buffer some negative effects. This study conceptualizes this supportive environment as "academic families" which foster family like relationships in the college setting. This study examined the relationships between gender role beliefs, family conflict, family intragroup marginalization, academic family support, and psychosocial distress among a sample of 170 Latina college students to get a clearer picture of how changing gender roles impact this population. A statistically significant relationship was found between gender role beliefs and family intragroup marginalization, as well as between gender role beliefs and family conflict, though different from initially hypothesized. A statistically significant relationship was also found between family conflict and psychosocial distress, though academic family support was not shown to moderate this relationship. Implications for researchers and educators are also discussed.

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SHAO, PEI-CHING, and 邵珮睛. "The Relation of the Family Support and School Life Adaptation of the College Students with Learning Disabilities in Yunlin and Chiayi District." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3nb3ws.

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碩士
南華大學
生死學系碩士班
107
The object of this study were to elucidate the relationship between family support and school life adaptation of the college students with learning disabilities in Yunlin and Chiayi regions. The purpose of this study is to understand the current situation, relationship and correlation degree of the college students with learning disabilities in two aspects. The study adopts a research and development process by using convenience sampling, the people who attend in Chiayi’s university on 105 and 106 school year, identified by the Ministry of Education with learning disability were the study targets that were the population. Sampling Yunlin distric：National Yunlin University、National Formosa University、TransWorld University；Chiayi district：Tatung Institute of Technology、Wu Feng University、Nanhua University、ToKo University; total 54 people. Research data were further statistically analyzed via the SPSS Version 18.0 software, including the methods of descriptive sataistically, t-test, One-Way ANOVA, Pearson product-moment correlation coefficient, and Simple Regression Analysis, the results are as follows: 1.The gender、grade of college students with learning disabilities for family support and school life adaptation has no significant difference. 2.The higher education level of the primary caregivers of college students with learning disabilities, the better the concept of their family support and school life adaptation. 3.The research discovered that family support was significantly positive correlation with school life adaptation. 4.The concept of family support can predict effectively the concept of school life adaptation, and the emotional support level can be used to predict overall school life adaptation. 　　Based on the above results, the study suggests that the reference content and direction should be given to parents, teachers, schools and governments of college students with disabilities respectively, which is that the information provided by the research results will help the college resource classrooms to promote the recruitment and counseling of students with learning disabilities, and beneficial to relevant strategies and follow-up studies on this topic.

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Chesterton, Catherine Ann. "Social factors influencing the success of adult learners: examining the use of online learning programmes at a higher education institution in South Africa." Diss., 2017. http://hdl.handle.net/10500/23254.

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This study presents a quantitative investigation of the influence of various social factors – including finances, secondary school attended, resources available, culture, and family support – on the perceptions of success (in terms of academic performance and skills gained) of adult learners who are using online learning as the primary educational medium. The research was conducted with 100 students of The International Hotel School in South Africa. A quantitative research methodology was followed and a survey questionnaire was used as the data collection method. The data from closed-ended questions was analysed using Statistical Analysis System (SAS), with the data from open-ended questions being used to aid in the interpretation of the information organised quantitatively. Findings suggest that certain social factor constructs namely: finances, secondary school preparation for tertiary education, and internet accessibility, significantly impact the perceptions the students have on being successful in online learning. Some recommendations that spring from the study are to provide more funding to students, better access to more suitable resources and providing students with unlimited access to the internet for longer periods of time. It is also recommended that a follow-up study with a larger and more varied sample (possibly including public sector tertiary education students), and more questionnaire items per social factor is necessary to cast further light on the impact of social factors on adult students’ online learning experiences.
Educational Studies
M. Ed. (With specialisation in Adult Education)

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Dissertations / Theses on the topic 'College family support'

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