Journal articles: 'College family support'

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ROUSEY, ANNMARIA, and ERICH LONGIE. "The Tribal College as Family Support System." American Behavioral Scientist 44, no. 9 (May 2001): 1492–504. http://dx.doi.org/10.1177/00027640121956926.

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Wesley, Rachel, and Jordan A. Booker. "Social Support and Psychological Adjustment Among College Adults." Journal of Social and Clinical Psychology 40, no. 1 (February 2021): 69–95. http://dx.doi.org/10.1521/jscp.2021.40.1.69.

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Introduction: We were interested in building on previous studies showing the promotive and buffering roles of social support for emerging adults. We tested the associations of multiple domains of social support (i.e., family, friends) with measures of adjustment and adversity. Methods: Across four studies, U.S. college adults reported on domains of social support (family, friends, significant other), psychological adjustment (i.e., life satisfaction, flourishing), and psychological adversity (i.e., recent stress, depressive symptoms). Studies 1 and 4 were cross-sectional, whereas Studies 2 and 3 involved two, monthly survey reports. Study 4 was completed against the backdrop of early COVID-19 disruptions for college adults in the Spring of 2020. Results: In each study, each domain of social support was positively correlated with measures of adjustment and negatively correlated with measures of adversity. Partial correlations indicated that support from friends was incrementally associated with nearly every outcome, whereas support from family was incrementally associated with a majority of outcomes. Multiphase studies supported unidirectional, but not bidirectional, effects from earlier adjustment onto later social support. Discussion: Overall, findings reinforce the importance of social support for young adults and highlight the distinct importance of family and friends. Findings also suggest that a lack of perceived social support may contribute to risks fitting views such as the stress generation theory among emerging adults.

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Hovey, Joseph D., and Laura D. Seligman. "Religious Coping, Family Support, and Negative Affect in College Students." Psychological Reports 100, no. 3 (June 2007): 787–88. http://dx.doi.org/10.2466/pr0.100.3.787-788.

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To understand the influence that religion may have on mental health, the present study examined influences of religious coping and family support on anxiety and depression in 190 college students (women = 67.4%; M age = 21.7 yr., SD = 4.9). Subjects were recruited as volunteers from undergraduate psychology courses and completed the Ways of Religious Coping Scale, the General Functioning subscale of the Family Assessment Device, the Anxiety Scale of the Personality Assessment Inventory, and the Beck Depression Inventory-Second Edition. Analyses indicated greater family support was significantly associated with less anxiety and depression, whereas religious coping was not significantly correlated with anxiety and depression. Overall findings suggest that family emotional support may provide a stronger source of support for college students than religious coping.

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Tran, Alisia G. T. T., Christina K. Lam, and Eric Legg. "Financial Stress, Social Supports, Gender, and Anxiety During College: A Stress-Buffering Perspective." Counseling Psychologist 46, no. 7 (October 2018): 846–69. http://dx.doi.org/10.1177/0011000018806687.

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In this study, we examined financial stress and general anxiety in college students ( N = 304) with attention to the moderating roles of different types of social support (i.e., family support, social support) and gender, as assessed via moderated moderation. Results indicated that financial stress was moderately-to-strongly associated with symptoms of general anxiety. A three-way interaction revealed that perceived family support and gender were moderators of financial stress in relation to general anxiety. Consistent with a stress-buffering effect, for male college students financial strain was positively associated with general anxiety at low levels of perceived family support, but unrelated at high levels of family support. For female college students, a significant financial stress–anxiety link was present regardless of level of family support. This study highlights the potential mental health costs of financial stress faced by college students, with implications for tailoring mental health interventions that target financial stress.

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Sáenz, Victor B., Claudia García-Louis, Anna Peterson Drake, and Tonia Guida. "Leveraging Their Family Capital: How Latino Males Successfully Navigate the Community College." Community College Review 46, no. 1 (November 27, 2017): 40–61. http://dx.doi.org/10.1177/0091552117743567.

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Objective: The purpose of this study is to apply Yosso’s community cultural wealth framework to the experiences of Latino male community college students to understand how they balance family obligations, work, and academics while also navigating their educational pathways. Method: The research team conducted 23 semistructured focus groups with 130 Latino male students enrolled full- and part-time at seven distinct community colleges in Texas. Results: Findings reveal the important role family members play in the educational pathway of Latino males who relied heavily on familismo and familial capital as a source of support as they matriculated through the community college environment. Despite entering the community college with multiple sources of community cultural wealth, Latino males had a difficult time navigating their educational experiences due to their first in family, first-generation status, and their apprehension around help-seeking . Contributions: Despite the multiple roles and responsibilities Latino males hold within their family units, they do not pose limitations on their educational pathways; rather, these family relationships motivate Latino males and provide them with support that strengthens their aspirations to persist onto graduation.

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Kennedy, Gregory E. "Middleborns' Perceptions of Family Relationships." Psychological Reports 64, no. 3 (June 1989): 755–60. http://dx.doi.org/10.2466/pr0.1989.64.3.755.

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Responses of 657 college students of both sexes to questions about family relationships showed significant differences between 185 middleborn children and 472 children in other birth order positions. These differences support findings of prior studies of adolescents and children, suggesting that middleborns feel less parental support than other children. A significantly higher percent of middleborn students indicated that they received no parental assistance with their college expenses. Middleborns were less likely to indicate having a close relationship with their parents, less likely to indicate frequent telephone calls home, and more likely to indicate brother or sister (rather than parent) as having difficulty adjusting to their absence.

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Campbell, Colin, and Jonathan Horowitz. "Does College Influence Sociopolitical Attitudes?" Sociology of Education 89, no. 1 (November 22, 2015): 40–58. http://dx.doi.org/10.1177/0038040715617224.

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Past research shows a statistically significant relationship between college completion and sociopolitical attitudes. However, recent scholarship suggests the effects of college on social outcomes may be confounded with unobserved family background. In this study, we leverage the shared family and social background of siblings to better identify the effect of college on sociopolitical attitudes. We draw data from the Study of American Families and General Social Survey and use sibling fixed effects to assess the effect of college on political orientation, support for civil liberties, and beliefs about gender egalitarianism. We find that earning a four-year college degree has a significant impact on support for civil liberties and beliefs about gender egalitarianism, but the effect of college on political orientation is confounded by family background.

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Gillen-O’Neel, Cari, Emily C. Roebuck, and Joan M. Ostrove. "Class and the Classroom: The Role of Individual- and School-Level Socioeconomic Factors in Predicting College Students’ Academic Behaviors." Emerging Adulthood 9, no. 1 (January 11, 2021): 53–65. http://dx.doi.org/10.1177/2167696818815359.

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This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.

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Hughes, Amber N., and Melinda M. Gibbons. "Understanding the Career Development of Underprepared College Students." Journal of College Student Retention: Research, Theory & Practice 19, no. 4 (April 14, 2016): 452–69. http://dx.doi.org/10.1177/1521025116644262.

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The purpose of this study was to examine the career development of underprepared college students using relational career theory. Specifically, the constructs of family influence, locus of control, and career decision-making self-efficacy were explored as they relate to perceived success in college. Significant correlations between external locus of control and family expectations, financial support, and values and beliefs were found indicating that greater family influence is related to external control. Additionally, higher levels of career decision-making self-efficacy were related to internal locus of control and informational support from family. These findings support previous research as well as theorized relational career theory connections.

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Berbery, Maria Luz, and Karen M. O’Brien. "Going to College? Latina/Latino High School Students’ College-Going Self-Efficacy and Educational Goals." Journal of Career Assessment 26, no. 2 (February 27, 2017): 377–92. http://dx.doi.org/10.1177/1069072717695587.

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This study investigated the contributions of academic performance and college-going support and barriers in predicting college-going self-efficacy and educational goals among Latina/Latino high school students. Concerns regarding assessment and measurement issues in prior research were addressed. Findings suggested that grade point average was the most important contributor of both college-going self-efficacy and educational goals. In addition, college-going support from family moderated the relationship between grade point average and college-going self-efficacy, such that for students with a high grade point average, high levels of support were related to higher self-efficacy, while students with a high grade point average but lower support had lower self-efficacy. Levels of family support were less important with regard to efficacy and goals for students with a lower grade point average, who tended to have low college-going self-efficacy. The implications of these findings are discussed and recommendations for future research and practice are provided.

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Plaskett, Sean, Diksha Bali, Michael J. Nakkula, and John Harris. "Peer mentoring to support first-generation low-income college students." Phi Delta Kappan 99, no. 7 (March 26, 2018): 47–51. http://dx.doi.org/10.1177/0031721718767861.

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Transitioning from high school to college can be a formidable challenge, especially for students who are the first in their family to attend college (first-generation) and/or are from low-income backgrounds. The authors’ qualitative investigation of a college mentoring program illuminates the potential value of relatable peer mentors in helping these students get off to a good start.

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DeFauw, Chloe, Katelyn Levering, Rosemary Tendai Msipa, and Sam Abraham. "Families’ Support and Influence on College Students’ Educational Performance." Journal of Education and Development 2, no. 1 (February 9, 2018): 11. http://dx.doi.org/10.20849/jed.v2i1.312.

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The purpose of this study was to explore families’ support and influence on the educational performance of students on a faith-based campus in northern Indiana, USA. The study answered the following research question: How does families’ support influence college students’ educational performance? This research question was developed after reviewing the literature and coming to the realization that there is little research on families’ influence role in college students’ academic performance. The data was collected through in-depth interviews with 12 students who resided at the college campus. Themes recognized within the study were used to discuss families’ role in students’ academic performance. Considering the families’ role in students’ everyday life and the background support is vital to their educational performance. Themes included: (1) Frequency of contact with family, especially mother; (2) Levels of parental financial involvement; (3) Independence from family; (4) Siblings’ influence on academics; (5) Parents’ spiritual involvement; and (6) Parents’ educational background.

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Cousins, Chris, Heather L. Servaty-Seib, and Jennifer Lockman. "College Student Adjustment and Coping." OMEGA - Journal of Death and Dying 74, no. 4 (August 3, 2016): 386–409. http://dx.doi.org/10.1177/0030222815598911.

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The present study examined the coping-related predictors of four domains of college adjustment (i.e., academic, social, personal or emotional, and institutional attachment) for bereaved and nonbereaved students ( N = 225). Findings indicated that support from friends was positively associated with academic and social adjustment and institutional attachment and that avoidant emotional-focused coping was negatively associated with all domains of adjustment for both bereaved and nonbereaved students. Interaction effects indicated that institutional attachment was lower at high levels of problem-focused coping for bereaved students and that bereaved students exhibited lower levels of both social adjustment and institutional attachment at low levels of family support, whereas nonbereaved students exhibited lower social adjustment at high levels of family support. Directions for future research and implications for practice and higher education policy are offered.

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Chang, Edward C., Olivia D. Chang, Tamás Martos, Viola Sallay, Jerin Lee, Kayla R. Stam, Casey N. H. Batterbee, and Tina Yu. "Family Support as a Moderator of the Relationship Between Loneliness and Suicide Risk in College Students." Family Journal 25, no. 3 (May 22, 2017): 257–63. http://dx.doi.org/10.1177/1066480717711102.

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In this study, we examined loneliness and family support as predictors of suicide risk (viz., depressive symptoms and suicide ideation) in college students. The sample was comprised of 456 Hungarian college students. Results of conducting hierarchical regression analyses, controlling for sex and age, indicated that the inclusion of family support provided further incremental validity in predicting both depressive symptoms and suicide ideation, beyond the variance accounted for by loneliness. Moreover, consistent with the notion that family support might buffer the negative effects of loneliness on suicide risk, evidence for a significant Loneliness × Family Support interaction effect in predicting both indices of suicide risk was found. Thus, beyond the role of loneliness in predicting suicide risk in college students, the present findings are the first to show how family support both additively and interactively represents a positive psychological resource that should be considered in understanding suicide risk among students.

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Manzano-Sanchez, Harold, David Matarrita-Cascante, and Corliss Outley. "Barriers and Supports to College Aspiration Among Latinx High School Students." Journal of Youth Development 14, no. 2 (June 20, 2019): 25–45. http://dx.doi.org/10.5195/jyd.2019.685.

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This study used a qualitative methodology to identify and describe barriers that Latinx high school students face in their college aspirations and the supports they recognize as pivotal to achieving their goal of attending college. In order to understand barriers and supports for college attendance, 23 Latinx high school students in Southern California participated in 4 focus groups. Students were asked about barriers that most affect the students’ college aspirations and varying supports needed to assist in their goal to go to college. The most common barriers reported by them were: lack of financial resources, family responsibilities, lack of teachers’ support, peer pressure, and systematic discrimination. The most valuable resources mentioned were: support from their parents, siblings, relatives and teachers. Additionally, support from Latino extended families were vital as they provided encouragement, advice, economic support, and a sense of pride concerning students’ achievements. The implications of these findings for social cognitive career theory, practice, policy, and future research are discussed in the paper.

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Chang, Edward C., Olivia D. Chang, Tamás Martos, and Viola Sallay. "Loss of Hope and Suicide Risk in Hungarian College Students." Family Journal 26, no. 1 (January 2018): 119–26. http://dx.doi.org/10.1177/1066480718756595.

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We examined hope and family support as predictors of suicide risk (viz., anxious symptoms, depressive symptoms, and suicide ideation) in a sample of 502 Hungarian college students. Results of hierarchical regression analyses indicated that the inclusion of family support provided further incremental validity in predicting all three indices of suicide risk beyond the variance accounted for by hope. Consistent with the notion that family support might moderate the beneficial effects of hope on suicide risk, evidence for a significant Hope × Family Support interaction effect in predicting all three indices of suicide risk was found. Additionally, a significant interaction effect in predicting suicide ideation remained, even after controlling for psychological symptoms. Beyond the role of hope in predicting suicide risk in Hungarian college students, the present findings show how family support both additively and interactively represents a positive psychological resource that should be considered in understanding suicide risk among students.

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LeBouef, Samantha, and Jodi Dworkin. "First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature." Education Sciences 11, no. 6 (June 15, 2021): 294. http://dx.doi.org/10.3390/educsci11060294.

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The majority of empirical literature on first generation college students (FGCSs) in the U.S. asserts that because their parents did not attend college, FGCSs are lacking important resources to be successful in college. However, this results in a deficit-based approach to the study of FGCSs that tends to highlight the differences between first-generation and continuing-education students. However, FGCSs possess a wealth of resources from parents and families that make them successful, and that are often ignored in research. Asset-based approaches to the study of FGCSs are becoming more frequent in the form of books, book chapters, and white papers; however, published empirical research has yet to adopt this approach. As a result, a deeper understanding of FGCSs’ experiences is essential to advancing diversity and equity in higher education. To begin to address this gap, a systematic literature review of empirical studies following the PRISMA framework was conducted on first generation college students and family support; the literature was critically reviewed and future directions for the field were identified. Applying a critical, cultural, and familial lens to the study of first-generation college students will contribute to reframing the research narrative towards an asset-based narrative.

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Dorrance Hall, Elizabeth, and Kristina M. Scharp. "Communicative predictors of social network resilience skills during the transition to college." Journal of Social and Personal Relationships 38, no. 4 (January 27, 2021): 1238–58. http://dx.doi.org/10.1177/0265407520983467.

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Persisting in college requires resilience for emerging adults, who must adapt to a new culture with different norms. Many also struggle with financial pressure, mental health issues, and interpersonal stressors. This longitudinal study proposes and tests a model of the communication factors that predict social network resilience skills during the transition to college. A sample of 436 first-year college students in the Mountain West region of the United States reported their family communication patterns, perceived friend and family support, communication confidence, and social network resilience skills (SNRS) at two points in time. Model testing revealed that friend support, family support, and communication confidence mediate the positive effect of conversation orientation on SNRS. Friend support mediates the positive effect of conformity orientation on SNRS. Theoretical implications for the Communication Theory of Resilience and Family Communication Patterns Theory are discussed.

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Powers, Theodore A., Richard Koestner, and Amy A. Gorin. "Autonomy support from family and friends and weight loss in college women." Families, Systems, & Health 26, no. 4 (2008): 404–16. http://dx.doi.org/10.1037/1091-7527.26.4.404.

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Sabri, Mohamad Fazli, Clinton G. Gudmunson, Timothy S. Griesdorn, and Lukas R. Dean. "Influence of Family Financial Socialization on Academic Success in College." Journal of Financial Counseling and Planning 31, no. 2 (March 27, 2020): 267–83. http://dx.doi.org/10.1891/jfcp-18-00052.

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Explicit parent–child financial socialization is one way that parents may help children feel less stress in college and increase their academic performance. To test this assumption, we used family financial socialization theory to inform multivariate analysis of variance (MANOVA) and structural equation models (SEM). The results largely support the theory. Participants were 752 college students from a U.S. university. Specific findings indicate that students from more affluent families were more often taught to budget. Parent–child teaching/training was strongly associated with felt parental–financial influence and fewer worrisome academic behaviors because of economic pressure. Students who felt greater parent–financial influence and experienced fewer effects of economic pressure, achieved higher college grade point averages (GPAs). An implication of this study is the importance of strengthening support for financial learning in families.

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Ari, Omer, Teresa Fisher-Ari, Jim Killacky, and Roma Angel. "“This is my family outside of my family”: Care-based relating in a model early college high school." education policy analysis archives 25 (June 12, 2017): 61. http://dx.doi.org/10.14507/epaa.25.2726.

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Early college (EC) is a novel educational model in the US that combines high school and college in an effort to increase underrepresented students’ access to higher education by providing engaging, hands-on instruction in a supportive learning environment. For this phenomenological inquiry, we sought to understand the role of care-based relating in a model early college by examining how relationships are manifested and experienced at this school. Through 30-45 minute interviews, eleven participants (three sophomores, three seniors, and five teachers) described EC teachers’ high level of commitment to students’ academic success through: (a) responsive instruction in classroom and group contexts; (b) additional learning support for individual students; and (c) varied experiences from traditional school contexts. EC teachers found these efforts fostered student commitment to learning. Additionally, teachers and students noted the extraordinary commitment of EC teachers to the physical, social, and emotional wellbeing of learners demonstrated through: (a) family-like relationships; (b) promoting social and emotional wellbeing through timely advice and intervention; (c) joining students through tragic and intense personal and out-of-school realities; and (d) forming longitudinal connections with students and their families. However, this commitment resulted in teachers taking on significant burden when there was a lack of structural supports available for all learners. Findings hold implications for educational policy and school structuring that can promote educational equity and success through meaningful relationships, responsive practices, wrap-around services for students with out-of-school challenges, and teacher-support structures to ensure the longitudinal development and wellness of teachers, preventing burnout and attrition.

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Baba, Yoko, James D. Lee, and Michael E. Vallerga. "Exploring Family Multi-type Maltreatment, Social Support, and Externalizing and Internalizing Problems Among Asian and Asian American College Students." Asian Journal of Social Science Studies 5, no. 3 (October 11, 2020): 1. http://dx.doi.org/10.20849/ajsss.v5i3.780.

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Exposure to family violence as a child has a detrimental long-term impact on one’s life. This relationship is under-researched in Asian populations in the United States or in Asian countries. This study examined long-term effects of maltreatment, including interparental violence and child maltreatment on externalizing and internalizing problems experienced by Asian and Asian American college students. We also explored protective effects of social support against the negative consequences of family maltreatment. Surveying 542 college students in Hong Kong, South Korea, Japan, and the United States, we measured effects of family maltreatment on problem outcomes and examined the role of social support. Exposure to dual harm of family maltreatment (i.e., intraparental violence and child maltreatment) increased students’ externalizing problems compared to exposure to one type of family maltreatment, but no differences in internalizing behaviors were found. Effects of social support from parents and peers on externalizing and internalizing problems were neither moderating nor mediating, but direct. Those who received parental support had fewer externalizing behaviors, but effects of peer support were not significant. In contrast, those who obtained parental and peer support showed lower levels of internalizing mental health concerns. Surprisingly, men exhibited more mental health issues than women. Exposure to dual harm increases behavioral problems, but family support can help repair damage among Asian and Asian American college students. The relationship between abuse and problem outcomes was similar across countries, indicating common psychological processes.

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Rodriguez, Sarah L., Kelty Garbee, and Elizabeth Martínez-Podolsky. "Coping With College Obstacles: The Complicated Role of Familia for First-Generation Mexican American College Students." Journal of Hispanic Higher Education 20, no. 1 (March 11, 2019): 75–90. http://dx.doi.org/10.1177/1538192719835683.

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This qualitative study examined how first-generation Mexican American college students sought support from their families to cope with challenges. Some students had very close relationships with their family members and allowed them to be an integral part of their coping processes. However, others separated family from the coping or built chosen “families” from college peers and mentors to help them cope. In most instances, students simultaneously engaged in multiple coping processes to meet their individual needs.

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Masui, Keita, Shouichi Iriguchi, Miki Terada, Michio Nomura, and Mitsuhiro Ura. "Lack of Family Support and Psychopathy Facilitates Antisocial Punishment Behavior in College Students." Psychology 03, no. 03 (2012): 284–88. http://dx.doi.org/10.4236/psych.2012.33040.

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Fiebig, Jennifer Nepper, Barbara L. Braid, Patricia A. Ross, Matthew A. Tom, and Cara Prinzo. "Hispanic Community College Students: Acculturation, Family Support, Perceived Educational Barriers, and Vocational Planning." Community College Journal of Research and Practice 34, no. 10 (August 11, 2010): 848–64. http://dx.doi.org/10.1080/10668926.2010.491995.

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Park, Kiwoong. "Black-White Differences in the Relationship between Parental Income and Depression in Young Adulthood: The Different Roles of Family Support and College Enrollment among U.S. Adolescents." Sociology of Race and Ethnicity 5, no. 4 (June 7, 2018): 578–94. http://dx.doi.org/10.1177/2332649218776037.

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This study uses the National Longitudinal Study of Adolescent to Adult Health to examine racially patterned mechanisms linking parental income and early adult depression, focusing on the mediating roles of family support and college enrollment. Findings suggest two noteworthy Black-White differences. First, parental income is positively correlated with depression for Black adolescents through family support. This is because high parental income tends to decrease family support for Black adolescents, a pattern not replicated for White adolescents. Second, college enrollment mediates the relationship between parental income and adult depression for Whites but not Blacks. This is because Black respondents in high-income families tend to have lower chances of college enrollment than their White counterparts, and this also leads to unequal mental health benefits for highly educated Blacks. These results, framed within a life-course perspective, provide insights about how the pathways from class to mental health are shaped by race.

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Chen, Qinghua, Wenqing Zhao, Qun Li, and Harnof Sagi. "The influence of family therapy on psychological stress and social adaptability of depressed patients." Work 69, no. 2 (June 24, 2021): 613–24. http://dx.doi.org/10.3233/wor-213503.

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BACKGROUND: with the increase of study and life pressure, the number of depressed college students showed an increasing trend year by year, and the drug treatment alone could not achieve a comprehensive recovery of depression patients, so it was more necessary to pay attention to the spiritual treatment. OBJECTIVE: this research aimed to better understand the relationship between college students’ depression and life events, social support, psychological pressure, and coping style, and the influence of systematic family therapy on depression degree, psychological stress, and social adaptability of college students with depression. METHODS: in this study, 105 college students with depression were selected as the research object, and healthy college students were taken as the control group. Through questionnaire, the differences in life events, social support, psychological stress, and coping styles between the groups were compared. The correlation between the degree of depression and various variables were analyzed, and the impact path of each variable on depression was analyzed using the path analysis model. Depression patients were then divided into a conventional group treating with conventional medications and an observation group treating with systematic family interventions. Differences in Hamilton Depression Scale-17, (HAMD-17), CPSS, and Social Adaptive Functioning Evaluation (SAFE) scores were compared and analyzed between the two groups before treatment (T1), during the treatment (T2), and after treatment(T3). RESULTS: there were significant differences in scores of life events, social support, psychological stress, and coping styles between the healthy control group and the depressed patients (P < 0.05). There was an obvious correlation between different depression degrees and life events, social support, psychological stress, and coping styles (P < 0.05). Life events, social support, and psychological stress had a direct and significant impact on depression (0.250, 0.218, and 0.392; P < 0.05), and they also had an indirect and significant impact on depression through coping styles (P < 0.05). The systematic family treatment model could significantly reduce HAMD-17 and CPSS scores (P < 0.05), and significantly improve SAFE scores (P < 0.05). CONCLUSIONS: adverse life events, lack of social support, excessive psychological stress, and negative coping styles can aggravate college students’ depression. Systematic family therapy can improve the degree of depression, reduce the psychological stress, and enhance the social adaptability of college students with depression.

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Streit, Cara, Gustavo Carlo, and Sarah E. Killoren. "Family support, respect, and empathy as correlates of U.S. Latino/Latina college students’ prosocial behaviors toward different recipients." Journal of Social and Personal Relationships 37, no. 5 (February 7, 2020): 1513–33. http://dx.doi.org/10.1177/0265407520903805.

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Cultural developmental and relational theories suggest that multiple social agents influence young adults’ prosocial behavior (i.e., actions intended to benefit others; e.g., helping or comforting others in need). Despite these theoretical foundations, research that examines cultural and multiple relational correlates of prosocial behaviors in U.S. Latino/Latina college students is scarce. Moreover, young adults are socialized to express prosocial behaviors to recipients that have distinct interpersonal relationships. The present study investigated the relations between mothers’, fathers’, and siblings’ support and U.S. Latino/Latina young adults’ prosocial behaviors toward different recipients (family, friends, and strangers) and considered the mediating roles of family respect values, perspective taking, and empathic concern. The sample was 253 U.S. Latino/Latina college students (58.2% female; M age = 21.07, SD =1.98) with at least one sibling. Structural equation modeling showed evidence for cultural values and moral traits as intervening mechanisms in the relations between family support and prosocial behaviors. All forms of family support predicted family respect values, which were associated with prosocial behaviors toward family and friends more so than toward strangers. Family respect values also predicted perspective taking and empathic concern and there was evidence for the mediating role of empathic concern in the relations between perspective taking and prosocial behaviors (across recipient). The current study demonstrates the interplay of multiple family socialization agents in predicting U.S. Latino/Latina college students’ prosocial behaviors toward different recipients, which has implications for theories of prosocial development.

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McFarland, Jenny, and Pamela Pape-Lindstrom. "The pipeline of physiology courses in community colleges: to university, medical school, and beyond." Advances in Physiology Education 40, no. 4 (December 2016): 473–76. http://dx.doi.org/10.1152/advan.00141.2016.

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Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.

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Truong, Nancy N., and Matthew J. Miller. "Family and Social Cognitive Predictors of Southeast Asian American College Students’ Academic Satisfaction." Journal of Career Assessment 26, no. 3 (June 8, 2017): 488–502. http://dx.doi.org/10.1177/1069072717714543.

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Southeast Asian Americans have unique sociopolitical histories compared to other Asian American ethnic groups in the United States. These experiences may distinctly shape their academic experiences. Given the low academic attainment rates in this population, we tested a cultural and social cognitive model of academic satisfaction with a sample of 111 Southeast Asian American college students. Specifically, we examined the degree to which intergenerational family conflict and social cognitive factors (e.g., self-efficacy) related to academic satisfaction. We found that intergenerational family conflict was negatively related to family academic support. Contrary to expectations, family academic support and self-efficacy were not directly linked to academic satisfaction, family academic support was not directly linked to self-efficacy or outcome expectations, and outcome expectations was not linked to goal progress. Other social cognitive predictors were related directly and indirectly to academic satisfaction, consistent with prior research. Limitations and implications for future research and practice are addressed.

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Rahmi, Iftita. "The role of perceived social support on social skills of student with special needs." JPK (Jurnal Pendidikan Khusus) 17, no. 1 (May 30, 2021): 1–10. http://dx.doi.org/10.21831/jpk.v17i1.39860.

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The purpose of this study was to discover the relationship between perceived social support from family and peers on the social skills of students with special needs. This study was conducted with postsecondary education students in a 3-year college (N=42) with various types of disability. This study used a quantitative method with a correlational non-experimental approach. The results of this study indicated that perceived social support from family and friends affect the social skills of students with special needs. The form of the social support associated with the social skills of special needs students is emotional and information support. The implications and possible applications of the relationship between social support and social skills among college students with special needs are discussed.

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崔, 娟. "On the Support Subjects of College Students with Family Financial Difficulties from the Perspective of Social Support Theory." Advances in Social Sciences 06, no. 06 (2017): 763–69. http://dx.doi.org/10.12677/ass.2017.66107.

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Dorrance Hall, Elizabeth, Jenna McNallie, Kathleen Custers, Elisabeth Timmermans, Steven R. Wilson, and Jan Van den Bulck. "A Cross-Cultural Examination of the Mediating Role of Family Support and Parental Advice Quality on the Relationship Between Family Communication Patterns and First-Year College Student Adjustment in the United States and Belgium." Communication Research 44, no. 5 (July 7, 2016): 638–67. http://dx.doi.org/10.1177/0093650216657755.

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This study examines how college students’ family communication environments influence their adjustment during the first year of college in two distinct cultures: Belgium ( n = 513) and the United States ( n = 431). Three structural equation models were tested to determine the mediating effects of (a) perceived family support, (b) quality of academic advice from parents, and (c) quality of social advice from parents on associations between family communication patterns (FCPs) and student adjustment. Although most relationships are more complicated than predicted based on FCP theory and research, several patterns occur across models and populations. Conversation orientation tends to foster positive adjustment for both cultures while conformity orientation promotes negative adjustment for Belgian students. In addition, perceived family support and advice quality mediate several relationships between FCP and academic self-efficacy, college stress, and loneliness. Differences between the two cultures, theoretical implications for FCP, and practical implications for academic counselors are discussed along with avenues for future research.

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Higgins, Patricia. "Family History for Middle School Age Youth: A Multidisciplinary Enrichment Program." Practicing Anthropology 10, no. 3-4 (July 1, 1988): 22–27. http://dx.doi.org/10.17730/praa.10.3-4.w34666m3871jk670.

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As a proponent of efforts to bring anthropology to a wider audience, especially through pre-college education, I have worked with education faculty on my own campus to expose more teachers-in-training to anthropology; organized in-service workshops for pre-college teacher; compiled and edited materials for pre-college teachers and for interested anthropologists (see "For Further Reading"); and urged our professional organizations to provide more support services for pre-college teachers. Since 1985 I have been exploring yet another approach—working directly with pre-college youth in a summer program and academic year follow-up activities. Intensive, and therefore time-consuming, often tiring, and sometimes frustrating, the experience has nevertheless been are warding one. Such direct contact with youth—and with associated parents, teachers, school administrators, and community resource persons—can provide anthropologists with a means to influence education and to enhance the image of anthropology—a means compatible, moreover, with most academic careers.

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Wei, Meifen, Christine Jean Yeh, Ruth Chu-Lien Chao, Stephanie Carrera, and Jenny C. Su. "Family support, self-esteem, and perceived racial discrimination among Asian American male college students." Journal of Counseling Psychology 60, no. 3 (July 2013): 453–61. http://dx.doi.org/10.1037/a0032344.

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Roksa, Josipa, and Blake R. Silver. ""Do-It-Yourself" University: Institutional and Family Support in the Transition Out of College." Review of Higher Education 42, no. 3 (2019): 1051–71. http://dx.doi.org/10.1353/rhe.2019.0029.

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Martin, Barclay, and Nancy Burks. "Family and Nonfamily Components of Social Support as Buffers of Stress for College Women1." Journal of Applied Social Psychology 15, no. 7 (November 1985): 448–65. http://dx.doi.org/10.1111/j.1559-1816.1985.tb02265.x.

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Knutson, Kristine, and Alesia Woszidlo. "The associations between family disengagement, support, loneliness, and stress in young adults attending college." Family Science 5, no. 1 (January 2014): 20–29. http://dx.doi.org/10.1080/19424620.2014.927384.

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Ermis-Demirtas, Hulya, Joshua C. Watson, Mehmet A. Karaman, Paula Freeman, Ajitha Kumaran, Abdulkadir Haktanir, and Ashley M. Streeter. "Psychometric Properties of the Multidimensional Scale of Perceived Social Support Within Hispanic College Students." Hispanic Journal of Behavioral Sciences 40, no. 4 (August 31, 2018): 472–85. http://dx.doi.org/10.1177/0739986318790733.

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The purpose of the current study was to investigate the psychometric properties of the Multidimensional Scale of Perceived Social Support (MSPSS) within a sample of Hispanic college students. The sample of 223 Hispanic or Latino/a college students consisting of 142 women (65%) and 79 men (35%) was recruited from a Hispanic serving institution in the southern United States. The results of factor analysis confirmed the three-subscale structure of the MSPSS: family, friend, and a significant other.

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Vega, Desireé, and Alaina M. Puff. "It takes a village: How counselors and psychologists support the college aspirations of students of color." Phi Delta Kappan 102, no. 4 (November 23, 2020): 40–45. http://dx.doi.org/10.1177/0031721720978064.

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When debating how best to support the college aspirations of students of color, education reformers tend to zero in on efforts to improve teacher quality. However, recent research on the factors that promote college-going among Black and Latinx students point to the key roles played by many of the adults in their lives, including not only teachers but also family members, school counselors, and school psychologists.

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Lo, Yafen, Shu-Chen Yen, and Shinchieh Duh. "Using Learning Communities to Support Cantonese/Mandarin Family Child Care Providers in a Professional Development Intervention Program." Journal of Education and Learning 6, no. 4 (June 22, 2017): 127. http://dx.doi.org/10.5539/jel.v6n4p127.

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High-impact educational practices can promote student involvement and learning outcomes, but are rarely tested in the community college setting—where involvement is a typical challenge to student success. For Family Child Care (FCC) providers, who tend to be older and overworked, higher-education training can be especially difficult. The present study examined the use of learning communities as a high-impact practice in Project Vista Higher Education Academy (PVHEA), a two-year professional development intervention program for Cantonese/Mandarin FCC providers at the East Los Angeles College in California. Quantitative and qualitative data during the inaugural term (January 2012-December 2013) indicated that PVHEA successfully helped FCC providers access and complete college coursework towards Child Development degrees and credentials. Course completion rate reached 100%, and the providers gradually increased course load while maintaining above-average grades. Positive changes were also observed in self-efficacy, aspirations, and professional image. The associated program challenges were discussed.

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Li, Xueyan, Ping Fu, Changyu Fan, Miao Zhu, and Min Li. "COVID-19 Stress and Mental Health of Students in Locked-Down Colleges." International Journal of Environmental Research and Public Health 18, no. 2 (January 18, 2021): 771. http://dx.doi.org/10.3390/ijerph18020771.

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The impact of the COVID-19 pandemic on the mental health of students in locked-down colleges remains obscure. This study aimed to explore influencing factors for the psychological impact of COVID-19 on Wuhan college students, post-traumatic stress symptoms in particular, so as to inform evidence-based strategy development to ameliorate such adverse impacts. An online survey was conducted from 26 to 29 April 2020, and 4355 students enrolled in Wuhan universities and colleges participated. Post-Traumatic Stress Disorder via the Impact of Event-Scale-Revised was assessed. COVID-19 disproportionately affected older male Master’s and doctoral students living in Wuhan. The overall prevalence of PTSD was 16.3%. The three-level socio-interpersonal model of PTSD was empirically validated, and college students faced individual level risks such as infection with COVID-19, close relationship level risks such as family support (infection suspicion of family members, the loss of loved ones, and the family income decrease) and online course difficulties (little interaction, disturbing learning environment, and difficulty in adaption), and distant level risks such as excessive collection of personal information, estrangement of family relatives, and harassment and insult from strangers. The findings suggest the severity of the psychological impact of COVID-19. Mental health services reducing PTSD should be provided. Students who have lost loved ones and suffered family financial loss should be given particular care.

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Bussell, Hilary. "Libraries Support First-Generation Students through Services and Spaces, but Can Do More." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 242–44. http://dx.doi.org/10.18438/eblip29689.

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A Review of: Arch, X., & Gilman, I. (2019). First principles: Designing services for first-generation students. College & Research Libraries, 80(7), 996–1012. https://doi.org/10.5860/crl.80.7.996 Abstract Objective – To provide recommendations for academic libraries in supporting first-generation college students, defined by the study’s authors “either as those whose parents have no college experience or did not graduate with a bachelor’s degree” (p. 996). Design – Multidisciplinary literature review and two qualitative survey questionnaires. Setting – United States secondary and post-secondary schools. Subjects – College Counsellor Survey: 300 private/parochial, private/secular, public, and charter secondary/high schools in rural, suburban, and urban areas randomly selected from across all 50 states. Academic Library Survey: Academic libraries at 100 four-year institutions. Methods – College Counsellor Survey: An online survey was sent to potential subjects via email. The survey included basic demographic questions and open-ended questions about counsellors’ perceptions of the challenges faced by first-generation college students, the types of institutional support they need, and how academic libraries could offer support. The answers were analyzed in NVivo using a combination of inductive and axial coding in order to develop a set of themes reflecting the most commonly-mentioned challenges and support needs. Academic Library Survey: A survey invitation was sent directly to library deans and directors at 100 four-year institutions and to two academic library electronic mailing lists. The survey included questions about services academic libraries offer for first-generation students. The data were analyzed to determine whether academic libraries were offering services that matched the thematic areas identified in the College Counsellor Survey. Main Results – College Counselor Survey: The response rate was 24% (n=78). There were six themes which were identified regarding challenges and support needs for first-generation students: Academic and Tutoring, Social and Cultural, Home and Family, Navigating College, Financial, and Mentoring and Advising. Recommendations for library support included library participation in first-generation student orientations, library instruction in research methods, and conveying that librarians are welcoming and friendly. Academic Library Survey: Out of the 59 responding libraries, 19 reported offering services designed for first-generation students, while 6 additional libraries reported offering services they believed would be useful for first-generation students, though they were not designed for them specifically. The library services addressed needs relating to the Academic and Tutoring, Navigating College, and Financial themes. The library services did not address the needs relating to the Social and Cultural, Home and Family, and Mentoring and Advising themes. Conclusion – Based on the surveys and literature review, the authors provide recommendations for academic library services for first-generation students that address each of the six thematic areas of need. The recommendations include, but are not limited to, assigning liaisons for first-generation programs, working to create an inclusive and affirming library environment, designing library spaces that support the multiple social roles and identities of first-generation students, helping family members of first-generation students become aware of the library as a resource, providing training on applying for financial aid, and having librarians either provide outreach to mentorship programs or become mentors themselves.

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Sáenz, Victor B., Carmen De las Mercédez, Sarah G. Rodriguez, and Claudia García-Louis. "Latino Men and their Fathers: Exploring How Community Cultural Wealth Influences their Community College Success." Association of Mexican American Educators Journal 11, no. 2 (December 20, 2017): 89. http://dx.doi.org/10.24974/amae.11.2.351.

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Academic scholarship has demonstrated the importance of father engagement in fostering early educational success of their children, but little exploration in this area has focused on the role that fathers play in the college success of their Latino male sons. The purpose of this qualitative study was to understand the role of fathers in the educational success of Latino men attending community colleges. Using community cultural wealth as a lens for this study, the experiences of 130 Latino men at community colleges in Texas were highlighted. Results demonstrated how fathers provided support, consejos (advice), and encouragement to their sons. Nonetheless, fathers also expected their sons to work and contribute to the family finances. These complications influenced the way in which Latino men viewed the college-going process and interacted with their fathers.

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Mi-Hwa Park. "The Mediating Effects of Self-Efficacy on the Relationships of Family Support and College Adjustment among College Students with Disabilities." Korean Journal of Physical, Multiple, & Health Disabilities 58, no. 4 (October 2015): 147–68. http://dx.doi.org/10.20971/kcpmd.2015.58.4.147.

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Rodriguez, Sarah L. ""I Just Feel Like I Have to Duke It Out by Myself": How Latino Men Cope with Academic and Personal Obstacles During College." JCSCORE 2, no. 2 (December 28, 2018): 63–101. http://dx.doi.org/10.15763/issn.2642-2387.2016.2.2.63-101.

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This qualitative study sought to identify the academic and social challenges that Latino men encountered during college as well as understand how Latino men utilized coping responses to overcome those obstacles. Latino men in this study most often encountered four major academic and social obstacles during their college experience: over involvement with on-campus organizations, academic preparedness, family influence, and building a support system. To cope with these challenges, study participants often chose to cope internally with obstacles, rather than reaching out and utilizing support systems. The men who utilized support systems to cope with their challenges relied mainly on college peers and mentors.

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Ness, Michelle M., Jennifer Saylor, and Janice Selekman. "Maternal Experiences of Transitioning Their Emerging Adult With Type 1 Diabetes to College." Diabetes Educator 44, no. 2 (February 26, 2018): 178–87. http://dx.doi.org/10.1177/0145721718759980.

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Purpose The purpose of this study was to gain a deeper understanding about mothers’ experiences of transitioning their emerging adult with type 1 diabetes mellitus to college. Methods A descriptive, qualitative study was conducted with 9 mothers of high school seniors with type 1 diabetes (T1DM) using semi-structured questions via recorded telephone interviews. Results Among the 9 participants, 8 had daughters, and 1 had a son. The thematic analysis resulted in 4 themes: (1) concern for health and safety at college, (2) evolving roles of the parent and emerging adult dyad, (3) communication dynamics, and (4) social support systems. Conclusions Results indicate that mothers of emerging adults with T1DM experience heightened levels of concern during the college transition. These concerns are above and beyond those that are experienced by mothers of emerging adults without T1DM. Findings indicated that increasing levels of support for both parents as well as emerging adults with T1DM during the college transition may serve to decrease maternal stress and enhance the development of preparedness for diabetes self-management. Recommendations for diabetes educators in clinical practice include a family-centered approach focusing on the transition before the late adolescent period, interventions from colleges to promote a smooth transition, and interventions that address concerns of both the emerging adult with T1DM and the parent. Further research is necessary to identify barriers and facilitators to support parent/emerging adult dyads during the college transition period.

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Ding, Yan, Xuemei Chen, Shan Zhong, and Li Liu. "Emotion Analysis of College Students Using a Fuzzy Support Vector Machine." Mathematical Problems in Engineering 2020 (September 10, 2020): 1–11. http://dx.doi.org/10.1155/2020/8931486.

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With the rapid development of society, the number of college students in our country is on the rise. College students are under pressure due to challenges from the society, school, and family, but they cannot find a suitable solution. As a result, the psychological problems of college students are diversified and complicated. The mental health problem of college students is becoming more and more serious, which requires urgent attention. This article realizes the monitoring of university mental health by identifying and analyzing the emotions of college students. This article uses EEG to determine the emotional state of college students. First, feature extraction is performed on different rhythm data of EEG, and then a fuzzy support vector machine (FSVM) is used for classification. Finally, a decision fusion mechanism based on the D-S evidence combination theory is used to fuse the classification results and output the final emotion recognition results. The contribution of this research is mainly in three aspects. One is the use of multiple features, which improves the efficiency of data use; the other is the use of a fuzzy support vector machine classifier with higher noise resistance, and the recognition rate of the model is better. The third is that the decision fusion mechanism based on the D-S evidence combination theory takes into account the classification results of each feature, and the classification results assist each other and integrate organically. The experiment compares emotion recognition based on single rhythm, multirhythm combination, and multirhythm fusion. The experimental results fully prove that the proposed emotion recognition method can effectively improve the recognition efficiency. It has a good practical value in the emotion recognition of college students.

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Jabbar, Huriya, Carmen Serrata, Eliza Epstein, and Joanna Sánchez. "“Échale ganas”: Family support of Latino/a community college students’ transfer to four-year universities." Journal of Latinos and Education 18, no. 3 (November 21, 2017): 258–76. http://dx.doi.org/10.1080/15348431.2017.1390462.

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Levens, Sara M., Farrah Elrahal, and Sara J. Sagui. "The Role of Family Support and Perceived Stress Reactivity in Predicting Depression in College Freshman." Journal of Social and Clinical Psychology 35, no. 4 (April 2016): 342–55. http://dx.doi.org/10.1521/jscp.2016.35.4.342.

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Journal articles on the topic 'College family support'

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