Parental Support and Emerging Adults' High School to University Transition

2009 ◽  
Author(s):  
Adele Ciccone-Estrela
Keyword(s):  
High School ◽  
Emerging Adults ◽  
Parental Support ◽  
University Transition

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

THE EFFECT OF FAMILY PARENTING ON EARLY MARRIAGE KNOWLEDGE IN ADOLESCENTS IN SENIOR HIGH SCHOOL 1 PLUS COMPUTER NETWORK ENGINEERING IN 2021

2021 ◽  
Vol 2 (2) ◽  
pp. 158
Author(s):  
Ahmad Zubairi ◽  
Nova Seftiana
Keyword(s):  
High School ◽  
Parental Support ◽  
Computer Network ◽  
Senior High School ◽  
Early Marriage ◽  
Bivariate Analysis ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Chi Square Test

Introduction: Early marriage that occurs cannot be separated from parental support, they have the perception that marrying off their children at an early age to keep their children safe, and put pressure on children not to continue their education due to low economics. Methods: To find out how the relationship between parenting families with the perception of early marriage in adolescents, Knowing the description of parenting patterns for early marriage in adolescents. Research Methods: This study is a quantitative study, with a descriptive correlation type of design. Samples were taken through random sampling with a cross sectional approach. Results: From the results of bivariate analysis using the chi square test, the p-value of 0.038 (<0. 05) can be concluded so that it can be concluded that there is a relationship between family parenting patterns and perceptions of early marriage in adolescents in Senior High School 1 Plus Computer Nerwork Engineering in 2021. Conclusion: The results of the respondents were 50 female students and 30 male students. The results of the respondents' parenting in the family were 42.5% good, 57.5% good enough, and 0 bad parenting

scholarly journals Development and validation of a mandarin version of demoralization scale for adolescents and young adults

2021 ◽  
Author(s):  
Chuan-Yung Huang ◽  
Yi-Chun Hung ◽  
Chee-Seng Tan ◽  
Siew-May Cheng ◽  
Shun-Hao Hu
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Emerging Adults ◽  
Undergraduate Students ◽  
School Students ◽  
Promising Tool ◽  
Good Internal Consistency ◽  
Demoralization Scale ◽  
The Impact

AbstractThe impact of demoralization among the general population has received little attention due to the lack of an appropriate measurement. Three studies involving 1,143 high school and undergraduate students in Taiwan were thus conducted to develop and validate a tool to assess demoralization. A pool of 50 items was first developed and administered to high school students. Exploratory factor analysis results supported a 5-factor solution with 15 items (Study 1). Study 2 compared the potential models using confirmatory factor analysis and found the 5-factor second-order model with 15 items the best fit model. The 15-item Mandarin version of Demoralization Scale (DS-M-15) was also found to have good internal consistency, test–retest reliability, and (concurrent and predictive) validity in a sample of undergraduate students (Study 3). Taken together, the converging findings show that the DS-M-15 is a promising tool for assessing demoralization among Chinese adolescents and emerging adults.

Parenting Practices and Emerging Adult Well-Being in the United States and China

2021 ◽  
Author(s):  
Shu Su ◽  
Alyssa McElwain ◽  
Xi Lin
Keyword(s):  
Emerging Adults ◽  
Parental Support ◽  
Parenting Practices ◽  
Psychological Control ◽  
Adult Child ◽  
Emerging Adult ◽  
Well Being ◽  
The United States ◽  
Helicopter Parenting ◽  
Two Samples

Parenting practices that promote or inhibit autonomy in their emerging adult child can impact the well-being of emerging adults. This study explored a variety of parenting practices and how these practices impact emerging adult well-being across two cultures. Associations between parental support, involvement, helicopter parenting, and psychological control and emerging adults’ well-being were compared between two samples of participants ages 18-25: American ( n = 643) and Chinese ( n = 514). Results indicate that parental support can promote well-being among emerging adults, but autonomy-limiting practices of psychological control and helicopter parenting seem to be unfavorable for emerging adults regardless of culture. Differences in reported mean levels of the four parenting practices were observed across the two culturally specific samples; however, the strength of associations between practices and emerging adult well-being was not statistically different.

Student Success and the High School-University Transition: 100 Years of Chemistry Education Research

2021 ◽  
Author(s):  
David Stone
Keyword(s):  
High School ◽  
Education Research ◽  
Student Success ◽  
Chemistry Education ◽  
100Th Anniversary ◽  
University Transition ◽  
Excellent Opportunity ◽  
Chemistry Education Research

The 100th anniversary of the first article (published in 1921) examining student success and the high school to university transition in chemistry provides an excellent opportunity to consider what has...

scholarly journals “I Wasn’t Expecting It”: High School Experiences and Navigating Belonging in the Transition to College

2019 ◽  
pp. 216769681988211
Author(s):  
Carly Offidani-Bertrand ◽  
Gabriel Velez ◽  
Claudia Benz ◽  
Micere Keels
Keyword(s):  
High School ◽  
Emerging Adults ◽  
Students Of Color ◽  
School Context ◽  
Transition To College ◽  
College Life ◽  
High School Experiences ◽  
White Institutions ◽  
Qualitative Work ◽  
Racial Ethnic

For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There is a dearth of qualitative work examining how students of color make meaning of their racial-ethnic experiences on campus. Our article draws on a mixed-methods study of Black and Latinx emerging adults’ transition to college to investigate how high school racial-ethnic contexts shape students’ interpretations of experiences of difference on college campuses. There was substantial variation in how Black and Latinx students interpreted experiences of difference on campus and coped with their feelings of otherness, and this variation was predicted by racial-ethnic high school context.

“Mom, You Don’t Get It”: A Critical Examination of Multiracial Emerging Adults’ Perceptions of Parental Support

2020 ◽  
pp. 216769682091409
Author(s):  
Annabelle L. Atkin ◽  
Kelly F. Jackson
Keyword(s):  
Identity Development ◽  
Emerging Adults ◽  
Parental Support ◽  
The United States ◽  
Constructivist Grounded Theory ◽  
Critical Examination ◽  
Multiracial Families ◽  
Support Strategies ◽  
Racial Experiences ◽  
Identity Expression

Multiracial families are becoming increasingly common in the United States, yet there is a dearth of research examining how parents of Multiracial youth provide support for navigating challenges associated with being mixed race in a monocentric society. The purpose of this study was to gain a deeper understanding of the parental support strategies that Multiracial emerging adults perceived to be helpful in their own development. Twenty Multiracial emerging adults (50% female, mean age = 20.55) with diverse Multiracial heritages were interviewed about conversations they had with their parents regarding their racial experiences throughout their childhood. Critical supplementary analysis using constructivist grounded theory identified three themes of parental support (i.e., connection support, discrimination support, and Multiracial identity expression support) and informed a conceptual model demonstrating relationships between environmental context, parent characteristics, family dynamics, risks, and identity development. Findings are discussed in terms of implications for researchers and practitioners serving Multiracial families.

Predictors of College Success Outcomes in Emerging Adults: The Role of High School Dual Enrollment Courses

2020 ◽  
pp. 216769682091663
Author(s):  
Kristen P. Kremer
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Emerging Adults ◽  
Dual Enrollment ◽  
Time Course ◽  
College Success ◽  
Full Time ◽  
Remedial Coursework ◽  
Nationally Representative

The current study seeks to identify the role of dual enrollment participation on college outcomes among emerging adults. Data were used from the nationally representative High School Longitudinal Study of 2009. Propensity score matching matched students who did and did not take dual enrollment courses in high school. Logistic regression analyses predicted college success from dual enrollment participation. Youth who took dual enrollment courses had an increased odds of attending college ( OR = 1.40, SE = .05), persisting in college ( OR = 1.40, SE = .06), and taking full-time course loads ( OR = 1.32, SE = .06). They were less likely to attend a 2-year institution ( OR = 0.75, SE = .05) and take remedial coursework ( OR = 0.70, SE = .05). Interactions by race and socioeconomic status found dual enrollment participation to be more strongly associated with remedial coursework for students from lower socioeconomic status households ( OR = 0.83, SE = .08). Further research should explore policies surrounding access to dual enrollment courses and strategies for increasing participation in dual enrollment courses.

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