Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College

2011 ◽  
Vol 13 (3) ◽  
pp. 383-398 ◽  
Author(s):  
Susan R. Sy ◽  
Kristen Fong ◽  
Rebecca Carter ◽  
Julia Boehme ◽  
Amy Alpert
Keyword(s):  
Emotional Support ◽  
First Generation ◽  
Ethnically Diverse ◽  
Transition To College ◽  
Parent Support ◽  
Female College Students ◽  
First Generation Students ◽  
Students First ◽  
The Relationship ◽  
Generation Female

This study compares first-generation and continuing-generation female college students in terms of: (a) level of parents' emotional and informational support; (b) level of students' stress; and (c) the relationship between both types of parent support and students' stress during the transition to college. We collected survey data from an ethnically diverse sample of 339 young women about to enter college. Results indicate first-generation students perceive less emotional and informational parent support than do continuing-generation students. First-generation students who perceive higher levels of parent emotional support have less stress than those who do not. However, neither type of parent support significantly predicted stress levels for continuing-generation students.

Peer Relationships in Undergraduates With ADHD Symptomatology: Selection and Quality of Friendships

2014 ◽  
Vol 21 (12) ◽  
pp. 1020-1029 ◽  
Author(s):  
Tara E. McKee
Keyword(s):  
Peer Relationships ◽  
Emotional Support ◽  
Symptom Severity ◽  
Longitudinal Research ◽  
Transition To College ◽  
Adhd Symptoms ◽  
Friendship Formation ◽  
The Relationship ◽  
Adhd Symptomatology

Objective: This study investigated the relationships between ADHD symptomatology and friendship formation, social skills, and the quality of specific friendships in college students. Method: A total of 156 students, 75 of whom had high self-reported ADHD symptomatology, participated. Friends of 68 participants completed measures of friendship quality. Results: Students had more positive first impressions of and reported being friends with others whose ADHD symptom severity matched their own. Participants with high ADHD symptoms reported greater difficulty providing emotional support and managing interpersonal conflict than their low-symptom peers. Greater ADHD symptoms in participants and friends were related to reduced quality of specific relationships, but similarity of severity of symptomatology in the dyad benefited the relationship. Conclusion: These findings have implications for the kind of support offered to students with high ADHD symptomatology when they transition to college. Future longitudinal research examining relationships of varying levels of closeness should be conducted.

scholarly journals Generating social capital in first-generation students through a first-year seminar at a midwest university

2019 ◽  
Author(s):  
◽  
Christine Sudbrock
Keyword(s):  
High School ◽  
Social Capital ◽  
Parental Education ◽  
First Generation ◽  
First Year ◽  
First Generation Students ◽  
Five Dimensions ◽  
University Life ◽  
Students First ◽  
Peer Social Capital

Graduating college is an important milestone, but, for first-generation students (FGS), this can be more of a challenge than continuing-generation students. First-year seminars (FYS) aim to integrate students academically and socially to university life. The literature has not measured how social capital may differ based on parental education or in different types of FYS. No evidence was found for considering FGS-none (students where neither parent has had any education beyond high school) and FGS-some (students where at least one parent has had some education beyond high school, but did not complete a four-year degree) distinct populations. Social capital at the end of the semester for FGS-none was significantly smaller than continuing-generation students. There were significant increases in total social capital for FGS-none and continuing-generation students but not FGS-some. Factor analysis revealed five dimensions of social capital in the survey instrument: advisor, faculty, institutional, family, and peer. All FGS groups increased advisor social capital; FGS-some and continuing-generation students increased faculty social capital; FGS-some increased peer social capital; and continuing-generation students increased institutional social capital.

Similar Patterns, Different Implications: First-Generation and Continuing College Students’ Social Media Use and Its Association With College Social Adjustment

2020 ◽  
pp. 152102512090275 ◽  
Author(s):  
Chia-chen Yang
Keyword(s):  
College Students ◽  
Social Adjustment ◽  
Social Networking Sites ◽  
College Adjustment ◽  
First Generation ◽  
First Generation College Students ◽  
First Generation Students ◽  
First Generation College ◽  
Students First ◽  
Continuing Students

Social adjustment to college can be challenging, and social networking sites (SNSs) may ease the process. SNSs as an adjustment tool may be particularly useful for those who have relatively limited social support in their proximal environments, such as first-generation college students. This study explored how first-generation and continuing students used Facebook and Instagram, and how their usage was related to college social adjustment. Survey data from 251 undergraduates ( Mage = 19.55; 33% first generation) showed that first-generation students engaged in less Facebook interaction with on-campus friends than continuing students. For both groups, SNS interaction with on-campus friends was related to better social adjustment. Continuing students’ Instagram interaction with family was also related to better adjustment. In contrast, first-generation students’ Instagram interaction with off-campus friends and Instagram broadcasting were both related to poor adjustment. In conclusion, the two groups used SNSs in similar manners, but the implications of SNS use for college adjustment varied by students’ first-generation status.

scholarly journals University Readiness and University Adjustment: Lived Experience of First-generation University Students

2020 ◽  
Vol 6 (4) ◽  
pp. 1665-1672
Author(s):  
Waqas Ahmad ◽  
Sadaf Mahmood ◽  
Muhammad Shabbir ◽  
Nazia Malik
Keyword(s):  
University Students ◽  
Lived Experience ◽  
Online Survey ◽  
First Generation ◽  
First Generation Students ◽  
University Environment ◽  
University Life ◽  
University Adjustment ◽  
The University ◽  
The Relationship

The study purpose is to explore the relationship between university readiness and university adjustment of first-generation students. Students enter university with dreams and motivation after entering university the first challenge is to adjust in the university environment. University readiness directly linked and influenced the university adjustment of the students. Thus, the major objectives of the research are: to know the university readiness of first-generation university students and to access how first-generation university students in step to the university life. For the purpose of data collection, a self-administered well-structured questionnaire was developed and used. The COVID-19 pandemic restricted the movement of the individuals and the academic institutions remained close that’s why the method of online survey was adopted to collect data in the second half of year 2020. In total, 405 first-generation university students’ responses were collected. Results show that first-generation students were less prepared to enter the university. The researcher found a significant relationship between university readiness and university adjustment. It was also found that majority of the first-generation university students were less prepared to enter the university and feel themselves miss adjustment with university environment.

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