College Students’ Perceptions of Relations with Parents and Academic Performance

Schwanz, Kerry A.; Palm, Linda J.; Hill-Chapman, Crystal R.; Broughton, Samuel F.

doi:10.12691/education-2-1-3

Cited by 9 publications

(4 citation statements)

References 18 publications

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“…As established by several studies, parents' educational level has a positive influence on the students' academic achievement (Gooding, 2001;Idris et al, 2020;Khan et al, 2015;Schwanz et al, 2014). Hence, parents who are welleducated or went through it all from high school to college would know and understand their children's needs and necessities, primarily when classes are held online, and it needs some stack of money to keep up.…”

Section: Resultsmentioning

confidence: 99%

Higher Education Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case

Gocotano

Jerodiaz

Banggay

et al. 2021

IJLTER

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The COVID-19 Pandemic has led Higher Education Institutions (HEIs) in the Philippines to replace on-campus learning with flexible learning. This paper explores the students' challenges on flexible online learning implementation of the university in the rural area based on their background and experience. This employed quantitative and qualitative methods through a survey and an interview respectively sought to gather data from 639 university students. Data were analyzed with descriptive statistics and narrative analysis. Results revealed that most mothers are high school graduates, while fathers enjoy an elementary-level and belong to under low-income families. Most students possess just mobile phones and use mobile data as their primary internet access source, ranging from moderate to poor connection. Also, the majority are not fully equipped with enough skills in digital media. For challenges, students experienced the unavailability of a network, economic instability, digital divide, the shortage of digital devices, distractive learning environment, expensive internet data, health-related problems, lack of resources, lack of digital literacy skills, and loss of motivation .Hence, even if flexible online learning is the best solution for the university to replace face-to-face classes, it is not best applicable and suitable to all students living in rural areas or other places with an unstable network and students who belong to financially unstable families. Administrators and educators have to consider alternative learning modes that suit students' backgrounds during the pandemic, like using non-digital technologies.

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Section: Resultsmentioning

confidence: 99%

Higher Education Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case

Gocotano

Jerodiaz

Banggay

et al. 2021

IJLTER

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“…[2][3][4][5][6][7][8][9] A great deal of research has focused on the influence of attachment and social support on the psychological well-being of adolescents and college adjustment, less attention has focused on parent relations and academic achievement for the college population and in particular, the potential joint effects of parental and peer attachment. [10] While adolescence period distinct by separation individuation, studies suggests that late adolescent college students remain strongly attached to, and influenced by, their parents. [11][12][13][14] Understanding how to promote academic achievement among adolescents has long been a challenging task for that several studies have shown that families, schools and peers are all important contextual predictors for adolescent development.…”

Section: Introductionmentioning

confidence: 99%

Effect of parents and peer attachment on academic achievement of late adolescent nursing students - A comparative study

Gemeay

Ahmed

Ahmad

et al. 2015

JNEP

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Background: Parental and peer attachment have been shown to affect students' academic performance and educational outcomes. Although low attachment to parents and peers was not the single predictor of poor academic performance, strong attachment was found to influence the college students' sense of self and promoted higher self-esteem. Objective: The aim of this study was to investigate the effect of parents' and peer attachment on academic achievement of late adolescent nursing students and compare this effect among Saudi and Egyptian students. In spite of that the total sample were taken from Arab countries, each sample differ in many ways mainly the conservative culture and economic status that was reflected in parent and peer attachment among both countries which foster the researcher to compare it. Methods: Design: Comparative study design was used for this study should be added here after the methods. Setting: This study was conducted in the Faculty of Nursing-University of Dammam-KSA and Faculty of Nursing-Assuit University-Egypt. Subject: A total subject of 492 nursing students was enrolled in the study (which is representative of the nursing students from level 3 to level 8). Tool: Two tools were used for this study. Tool I: demographic data of the students & GPA. Tool II: Attachment inventory scale The IPPA consists of 25 items for the mother, 25 items for the father, and 25 items for the peers. A comparative study design was used and a self-report questionnaire with a five point Likert scale response was filled by the study subject. Results: Attachment of Egyptian students to their peers was significantly higher than Saudi students. A significant subscales of attachment between Saudi and Egyptian students were mother's alienation and peer alienation, high parent and high peer attachment group working more better on academic achievement, however the low parent and peer attachment group wasn't considered as the single predictor of poor academic performance. Conclusions: Parent's attachment in our study appears to have no effect on academic achievement of both countries. Peer attachment seemed to have a significant effect on academic performance for Egyptian students and not for Saudi students.

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“…Indeed, research has indicated that the majority of young adults entering college traverse this transitional stage accompanied by their parents (Fingerman, Cheng, Tighe, Birditt, & Zarit, 2012;Gavazzi, 2012;Schwanz, Palm, Hill-Chapman, & Broughton, 2014).…”

Section: Family Relationship Between the Victim And The Offendermentioning

confidence: 99%

“…In fact, several studies have proposed that the victim's dependence on the perpetrator for support, security, and protection creates the potential to feel hurt by relational devaluation (see Lemay, et al, 2012;Shaver, Mikulincer, Lavy, & Cassidy, 2009). Moreover, if the parental involvement and support may not end when students enter college and young adulthood (Fingerman, et al, 2012;Schwanz, et al, 2014), and if dependence is a central component of feeling hurt in response to relational devaluation (Lemay, et al, 2012), the offended who highly value the family relationships and are committed to them should be more likely to feel hurt in these contexts.…”

Section: Intensity Of the Hurt Experienced By The Victimmentioning

confidence: 99%

Incremental Role of Family Relationships and Hurt Intensity in Forgiveness of Family Offenders: A Study of College Students in Taiwan

Edara¹,

Chen²

2018

PSYCH

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This quantitative research investigated the determinants of forgiveness of a family transgressor by the offended. Data from 377 college students were analyzed to investigate the nature and frequency of the offenses, specific relationship of the offended with the transgressor, and the role of family relationship variables, positive dispositional tendencies, and hurt intensity in the forgiveness of the family member. The analyses indicated that some of the most occurring offenses were being ignored, not fulfilling promises, and being compared with others. Participants indicated being compared with others as the most serious offense, followed by contempt, and being ignored. Due to these offenses, about 50% of the participants experienced moderate to above the average intensity of hurt. Hierarchical multiple regression analyses suggested that the positive dispositional tendencies of optimism alone explained 16% of incremental variance in forgiveness after controlling for gender. Resilience was not significant. In the third step of the regression, family relationship variables of trust, communication, and alienation together explained an additional 37% of the variance, above and beyond gender and dispositional tendencies. In the final step, hurt intensity was a significant predictor, explaining an additional 5% of variance in forgiveness. These significant results suggest that after controlling for both demographic variables and dispositional traits, the family relationship variables along with the subjective hurt intensity in the context of a family play a significant role in the forgiveness of the family offender.

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College Students’ Perceptions of Relations with Parents and Academic Performance

Cited by 9 publications

References 18 publications

Higher Education Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case

Higher Education Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case

Effect of parents and peer attachment on academic achievement of late adolescent nursing students - A comparative study

Incremental Role of Family Relationships and Hurt Intensity in Forgiveness of Family Offenders: A Study of College Students in Taiwan

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