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The relationship of parental monitor...

Pettus, Karen Rosenbalm.

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The relationship of parental monitoring to community college student adjustment and achievement: Differences by gender, ethnicity, parental education level, and student residence.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of parental monitoring to community college student adjustment and achievement: Differences by gender, ethnicity, parental education level, and student residence./
作者:	Pettus, Karen Rosenbalm.
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2465.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3224467
ISBN:	9780542784071

The relationship of parental monitoring to community college student adjustment and achievement: Differences by gender, ethnicity, parental education level, and student residence.
Pettus, Karen Rosenbalm.

The relationship of parental monitoring to community college student adjustment and achievement: Differences by gender, ethnicity, parental education level, and student residence. - 182 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2465.

Thesis (Ph.D.)--University of South Carolina, 2006.

This study examined the relationship between parental monitoring and student adjustment and achievement of community college students. A sample of 322 students completed the Student Experiences in College Survey to assess their perceptions of parental monitoring and their adjustment to college. The sample was representative of the college student body. A majority of the students were women (67%). Ethnic groups were almost equal with 162 being African American students and 160 being White students. A majority of the students were the second-generation of their family to attend college and most of the students resided with their parents (73%). Data analyses included descriptive and inferential statistics, multiple regression and path analysis for the entire sample and by the demographic factors of gender, ethnicity, parental education level, and student residence.

ISBN: 9780542784071Subjects--Topical Terms:

1018008
Education, Community College.

The relationship of parental monitoring to community college student adjustment and achievement: Differences by gender, ethnicity, parental education level, and student residence.
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245 1 4 $a The relationship of parental monitoring to community college student adjustment and achievement: Differences by gender, ethnicity, parental education level, and student residence.
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500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2465.
500 $a Adviser: Ellen Potter.
502 $a Thesis (Ph.D.)--University of South Carolina, 2006.
520 $a This study examined the relationship between parental monitoring and student adjustment and achievement of community college students. A sample of 322 students completed the Student Experiences in College Survey to assess their perceptions of parental monitoring and their adjustment to college. The sample was representative of the college student body. A majority of the students were women (67%). Ethnic groups were almost equal with 162 being African American students and 160 being White students. A majority of the students were the second-generation of their family to attend college and most of the students resided with their parents (73%). Data analyses included descriptive and inferential statistics, multiple regression and path analysis for the entire sample and by the demographic factors of gender, ethnicity, parental education level, and student residence.
520 $a Significant differences in parental monitoring, student adjustment, and performance by gender and ethnicity were noted. Women reported higher levels of parental control, better academic adjustment, and a higher average GPA than men. Men reported higher levels of social adjustment and satisfaction with the college than women. African American students reported higher levels of social adjustment and satisfaction with the college than White students. White students reported higher levels of parental knowledge and higher average GPA than African American students. Second-generation students reported higher levels of parental solicitation than did first-generation students.
520 $a Parental monitoring had significant direct effects on student adjustment and performance. Path analyses for all students found parental knowledge had a significant negative effect on satisfaction with the college. Student disclosure had a direct effect on social adjustment and GPA while parental solicitation had a direct effect on social adjustment. Social adjustment served as a mediator between student disclosure and parental solicitation with college satisfaction and GPA. There was a significant, negative effect of college satisfaction on GPA. While differences were noted by demographic groups as anticipated, the most remarkable differences were noted between first-generation students and second-generation students.
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