Emotional Detachment Moderates Associations between Students' Perceptions of Parental Support and First-Year College Adjustment: Generational Status Differences

Autor/inn/en	Lee, Grace Y.; Fletcher, Anne C.
Titel	Emotional Detachment Moderates Associations between Students' Perceptions of Parental Support and First-Year College Adjustment: Generational Status Differences
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2023) 4, S.1002-1027 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Grace Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120960036
Schlagwörter	Psychological Patterns; Student Attitudes; Parent Child Relationship; College Freshmen; Student Adjustment; Emotional Response; Predictor Variables; First Generation College Students; Social Support Groups; Academic Achievement; Personal Autonomy; Individual Differences; Social Adjustment; Student School Relationship + Suchen Sie Ihr Suchwort? Schülerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Studienanfänger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Emotionales Verhalten; Prädiktor; Social support; Soziale Unterstützung; Schulleistung; Individuelle Autonomie; Individueller Unterschied; Soziale Anpassung; Schüler-Lehrer-Beziehung
Abstract	First-year college students (N = 384) self-reported parental support, emotional detachment from parents, and college adjustment. Higher levels of parental social support were associated with greater academic adjustment, social adjustment, and institutional attachment. Higher levels of emotional detachment were associated with greater institutional attachment. Emotional detachment moderated the association between parental support and college adjustment, with the nature of moderation differing by generational status. For first-generation students, higher levels of parental social support were associated with greater levels of academic adjustment when students were less detached from parents, but lower levels of academic adjustment when students were more detached from parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01