Students' Perspectives of Parental Support in the College Transition
Candace E. Maylee and Pamela A. Sarigiani
Department of Human Environmental Studies
Central Michigan University
Poster presented at the 19th International Conference on The First-Year Experience Toronto, Ontario, Canada
July 24-27, 2006
ABSTRACT
The college transition is a major developmental milestone for young adults and their parents. Research has
examined the significance of parenting style and attachment theory as associated with the transition to college. However,
little information is available on the role of parental support at the time of the college transition. As parental support is
documented to positively influence earlier school transitions (K-12), this study examined parental support in the college
transition. The perspectives of 157 (124 female, 33 male; 94% Caucasian, 6% other) first-year college students on the
role of parents in facilitating the college transition were obtained. Surveys were completed by students enrolled in a
general education course at a large residential, comprehensive university. Students reported parent support prior to
arriving at college, support during the first semester, and how parents could have better prepared them for the transition.
Qualitative analysis methods were utilized, with coding categories created using a constant comparative method.
Content analysis was used to tabulate categories of perceived support from parents prior to starting college, during the
first semester, and students’ recommendations for how parents can support the transition. Findings revealed that prior to
starting college the most frequently reported forms of parental support were emotional (44.6%) and material (43.3%), with
contact (74.5%) and emotional support (62.4%) reported most frequently during the first semester. In responding to how
parents could have better prepared them, students most frequently responded no recommendations—positive reaction
(43.9%) and life skills (14%). Results indicate that there are a variety of means by which parents can provide support, and
that parents play a key role in students’ reports of a successful college transition. Findings of this study may be utilized by
colleges and universities to inform parents and students of the types of parental support that students indicate aid in a
successful transition.
Presenters’ Contact Information:
Candace Maylee
Dept. of Human Environmental Studies
Wightman 205
Central Michigan University
Mt. Pleasant, MI 48859
[email protected]
989-774-2613
Pamela Sarigiani, Ph.D.
Dept. of Human Environmental Studies
Wightman 211
Central Michigan University
Mt. Pleasant, MI 48859
[email protected]
989-774-6451
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INTRODUCTION
The transition and adjustment to college can be one of the most challenging milestones in the lives of young adults.
Student development theory recognizes the college years as a period of extensive growth and development for
students.
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primary focus
interpersonal and intrapersonal changes students experience
factors leading to these changes
aspects of college environment that promote/inhibit growth
studying outcomes colleges/universities should try to achieve (Evans, Forney & Guido-DiBrito, 1998)
limitations
focus is on development during the isolated period of the college years
development of the student viewed as an internal process (limited regard to earlier development)
limited consideration of impact of external factors outside the college environment.
Human development theory and research on parent-child relations provides additional insight into the growth and
development of students during the transition and adjustment to college.
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styles
Attachment theory
Emotional bond/relationship established between an individual and parent figure (Bowlby, 1969)
Research support value of secure attachment in college students
Serves as personal resource in utilizing their emotional/cognitive/behavior resources in new
environment (Larose, Bernier & Tarabulsy, 2005)
Strongest predictor of social adjustment in college students (Hannum & Dvorak, 2004)
Parenting styles—“the kinds of practices that parents exhibit in relation to their children and the effects of these
practices” (Arnett, 2001, p. 193)
Research support for authoritative parenting style in on-going parent-child relationships.
Students who perceived their parents as authoritative made more email contacts with parents but
requested less advice indicating greater independence than students reporting other parenting
(Trice, 2002)
Basis for present study
● Theory supports role of parents in the college transition
● Research support role of parents in college transition
● Need to examine parent support at a very practical level to gain insight to share with colleges/universities/ parents
AIMS:
The aims of this study were to:
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gain insight into the nature of support provided by parents during the college transition.
identify students’ recommendations for how parents could better prepare their children for the college transition.
METHODS
Sample
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Drawn from a larger study of undergraduate students, 157 first year college students (33 male 124 female)
Mean age of 18.4
Enrolled in a general education course at a large residential, comprehensive university
94 % Caucasian, 6 % other races/ethnicities
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97 % lived away from their parents during the first semester at college; 3% lived with parents
Of those living away from parents, 3.2% lived within 50 miles of their parents; 27.7% lived within 50-99 miles;
55.5% lived within 100-200 miles; and 12.9% lived greater than 200 miles from their parents
Mother’s Education – 31% high school graduate or lower; 69% some college or higher
Father’s Education- 33% high school graduate or lower; 67% some college or higher
Measures
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Survey consisted of closed and open-ended questions
Current analyses focus on survey responses to three open-ended questions examining students’ report of:
o parent support prior to arriving at college
o support during the first semester
o recommendations for how parents could better prepare their children for the transition
Analyses
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Qualitative analysis methods were used
Coding categories were created using a constant comparative method (Strauss & Corbin, 1990).
Content analysis was used to tabulate categories of perceived support from parents prior to starting college, during
the first semester, and students’ recommendations for how parents could support the transition.
Percent agreement between two coders on the presence or absence of each category for each response was used to
assess reliability.
Reliabilities calculated indicate a high degree of inter-rater agreement.
For categories of support prior to college, reliabilities ranged from 90.3% (social readiness) - 99.4 % (financial
assistance)
For categories of support during the first semester, reliabilities ranged from 89.6% (emotional support) - 98%
(enabled visits)
For categories of recommendations for how parents could have better prepared them for the transition, reliabilities
ranged from 97.8% (no recommendations- positive) – 99.4% (for 2 categories – no recommendations-limited
experience, and life skills)
RESULTS
Question 1: How do students describe what their parent(s) did prior to their arrival at college to prepare them for the
transition to college?
Content analysis identified eight categories of what parents did to prepare their children for the transition to college. The
categories are listed and described below. Quotes in each category from students also are provided. The categories are
presented in descending order of frequency. As individual responses may have included input in more than one category,
total percentages exceed 100%. A total of 152 of the 157 survey participants responded to or had codeable data for this
question. Only categories reported by at least 5% of the sample are included.
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Provided Emotional Support – 44.6% - includes guidance, communication, reassurance, and understanding of
feelings, and expressions of compassion
--“In preparing me for college, my parents were very supportive and talked to me often about how I felt and
what my responsibilities were going to be. This was very helpful, being able to get my thoughts out and having an
awareness of what it would be like.”
--“My parents always told me that they would support me no matter what. They talked to me about challenges
that I would run into. They made sure to drill into my head that no matter what, they will always love me and be
proud of me.”
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Provided Material/Functional Support – 43.3% - includes providing supplies and materials, as well as
assistance in completing activities such as moving and dorm room set-up
--“My parents were very supportive as they took me shopping for all the groceries, school essentials, and living
things that would go in my new dorm. “
-- “My dad built my loft.”
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Participated in College Selection/Paperwork – 28% - includes participation in research and visiting colleges
and completion of necessary paperwork such as applications and financial aid forms.
--“They went with me to the college visits to help me decide what is best for me.”
--“My mom helped me fill out my loan applications, financial aid...”
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Promoted Autonomy/Independence– 26.1% - encouragement of the development of skills and experiences that
promote self-sufficiency, and learning from experiences. Includes respect for child’s decision making.
--“My parents started letting me have more freedom, and make more choices on my own.”
--“My mom allowed me to make my own curfew to get used to managing time for sleep, school, homework and
free time…”
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Taught Life Skills – 15.3% - instruction on mastering activities necessary and common in daily living
--We were taught to manage money, hold down a job and know how to run a household (cooking, cleaning,
laundry, and dishes). All this made the transition of being on my own at college much easier.”
--“They taught me financial responsibility and how to budget my money.”
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Promoted Academic Readiness – 13.4% - direction and attentiveness to development of activities, skills and
habits which support academic success.
--“They made me take the ACT…”
-- “…always made sure I did my homework so I would be well prepared for college classes.”
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Provided Financial Assistance– 12.1% - Monetary support for tuition, books, college, and living expenses, etc.
--“They got me financially ready. I am lucky in that I don’t have to worry about tuition or anything.”
--“My parents helped with my transition by always making sure I had money and enough money to be able to pay
for my tuition.”
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Taught Social Readiness – 5.7% - Providing an awareness of societal expectations and how to handle social
situations.
--“They gave me lots of advice as to how to get along with roommates.”
--“They instilled responsibility, kindness, and a good work ethic into my personality…”
Question 2: How do students describe what their parent(s) did during the first semester at college to provide support in
the transition?
Content analysis identified five categories of what parents did to provide support for their children during the first
semester. The categories are listed and described below. Quotes in each category from students also are provided. The
categories are presented in descending order of frequency. As individual responses may have included input in more than
one category, total percentages exceed 100%. A total of 154 of the 157 survey participants responded to or had codeable
data for this question. Only categories reported by at least 5% of the sample are included.
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Maintained Contact (from a distance) – 74.5% - includes contact “not-in person” through phone, email, cards,
care packages, etc.
--“The would call me often so that I wouldn’t get homesick, and my mom would send me cards.”
--“She (mother) would send me pictures and care packages throughout the semester.”
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Provided Emotional Support– 62.4% - includes guidance, communication, reassurance, and understanding of
feelings, and expression of compassion
--“My parents were always there for me, even though they are far away.”
-- “My mom would listen to me when I called. I missed her and everyone else and she reassured me.”
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Enabled Visits (in-person) – 36.5% - visits home for the students or visits to college by the parents including
providing transportation means as necessary
--“My dad would pick me up and take me home for the weekend.”
--“…they would make an occasional visit to help with the adjustment of being alone.”
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Provided Functional, Material or Financial Support – 33.8% - includes providing supplies and materials,
assistance in completing tasks, and monetary assistance
--“My mom bought me groceries and put money into my checking account so that I can do it myself.”
--“My mom was willing to send me anything I needed.”
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Promoted Autonomy/Independence – 11.5% - encouragement of the development of skills and experiences that
promote self-sufficiency, and learning from experiences. Includes respect for child’s decision making.
--“They let me pick my own classes and be my own person.”
--“They support my decisions…”
Question 3: What are students’ recommendations for how parents could have better prepared them for the college
transition?
Content analysis identified eight categories of what students recommend parents could have done to better prepare them
for the college transition. The categories are listed and described below. Quotes in each category from students also are
provided. The categories are presented in descending order of frequency. As individual responses may have included
input in more than one category, total percentages exceed 100%. A total of 153 of the 157 survey participants responded
to or had codeable data for this question. Only categories reported by at least 5% of the sample are included.
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No Recommendations—Positive Reaction – 43.9% - overall satisfaction with transition process and
preparation with no recommendations for improvement.
--“My parents did a great job in preparing me.”
--“I wouldn’t have changed a thing. I thank them often for all they’ve done for me.”
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Teach Life Skills – 14% - instruction on mastering activities necessary and common in daily living
--“I would like it if my parents explained to me financial concerns better, like how to balance a checkbook and
other banking concerns…”
--“I wish I knew how to cook and do laundry.”
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Provide Emotional Support – 12.7% - includes guidance, communication, reassurance, and understanding of
feelings, and expression of compassion
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--“The best thing that parents can do is communicate their concerns, expectations, and support for their
children.”
--“I think they should just always be there for their children to give them any help needed.”
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Promote Autonomy/Independence – 12.7% - encouragement of the development of skills and experiences that
promote self-sufficiency, and learning from experiences. Includes respect for child’s decision making.
--“They have always been really strict on things they want me to do or not do, so even now I hesitate while
making decisions. They should have let me make mistakes and learn from them before I went to college.”
--“They could have given me a little more freedom when I was in high school. Coming to college and not having
parents here makes me want to go out and do the things I couldn’t do before.”
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No Recommendations—Limited Experience – 8.9% - limited ability to provide support due to little or no
familiarity with the college environment as a result of no previous college experience and/or first child to enter
college
--“They couldn’t really do anything differently. They have never been to college themselves, so they didn’t really
know what to expect either.”
--“The only way my mom could have really prepared me for my transition into college would have been to either
experience it herself or with another child. My mom had not done either.”
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Provide Financial Assistance – 8.3% - monetary support for tuition, books, college, and living expenses, etc.
--“My parents could have helped me pay for more things: room and board, books and everyday expenses.”
--My parents could have helped me better prepare by having me save money for college so I didn’t have to take
such large school loans out.”
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Teach Social Readiness – 7.6% - provide an awareness of societal expectations and how to handle social
situations.
--“…parents should keep their kids informed of the dangers of drugs and alcohol.”
--“I think my parents could have let me see the reality before moving away. I wasn’t expecting such a huge
change.”
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Promote Academic Readiness – 5.1% - direction and attentiveness to development of activities, skills and habits
which support academic success.
--“I wish my mom would have been stricter about my homework…”
--“Taking college classes during high school (when possible) is very helpful.”
CONCLUSIONS
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Results reveal parents provide support during the college transition in a variety of forms.
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Students require and receive varying levels of support from parents as indicated by some students indicating
support in a variety of categories, while others convey support in fewer or only one category.
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Some categories of support provided by parents prior to the transition continue into the first semester (i.e.
emotional, material/functional, autonomy/independence, and financial), while other categories are no longer
documented (i.e. college selection/paperwork, life skills, academic readiness, and social readiness), and new
categories emerge (i.e. contact, and visits).
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While much attention has been given to the problems associated with parental over-involvement in the college
transition (i.e. “helicopter parents”), this study points to the importance of parental support and the need for
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parents to strike a balance between promoting independence and providing support. The problems with a
perceived lack of support are illustrated in the comments of a participant who states, “My parents didn’t really
help support me in my transition. They never called, or sent mail/email. They felt it was in their best interest to
cut ties with me so I could ‘grow up’ on my own without them intruding. That was a horrible decision on their
part and didn’t help me at all.”
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Although a high percentage of students indicate satisfaction regarding the support they received from their
parents, a significant percentage indicate their parents had limited ability to provide support due to little or no
familiarity with the college environment as a result of no previous college experience and/or being the first child
to enter college. These results indicate some groups of parents (e.g. parents of first-generation college
students) might be specifically targeted with information regarding the college transition.
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Colleges and universities may be able to minimize any adverse impact associated with the transition process by
informing parents of how they can provide support both prior to and during the transition.
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The composition of this sample might limit the degree to which these results may be generalized to all first-year
students and their parents. As participants were primarily Caucasian (94%) females (79%), possible gender
differences were not examined, and the applicability of these results to races other than Caucasian might be
questionable. In addition, the majority of the participants reported living away from their parents during the first
semester at college (97%), and had a parent with at least some college education (67%-69%). Future research on
a larger sample could examine the specific impact of these factors (i.e., living arrangements and parent education)
on parental involvement.
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In reporting the support parents provided, only the perspectives of the students were obtained. If these same
questions were posed to the parents of these students, the support provided might be reported very differently.
REFERENCES
Arnett, J. J. (2001). Adolescence and emerging adulthood. Upper Saddle River, NJ: Prentice Hall.
Bowlby, J. (1969). Attachment and loss: Vol. 1—Attachment, New York, NY: Basic Books.
Evans, N. J., Forney, D. S., Guido-DeBritto, F. (1998). Student development in college: Theory, research and practice.
San Franscisco, CA: Jossey-Bass Publishers.
Hannum, J. W. & Dvorak, D. M. Effects of Family Conflict, Divorce, and Attachment Patterns on the Psychological
Distress and Social Adjustment of College Freshmen. Journal of College Student Development 45 (1), 27-42.
Larose, S., Bernier, A. & Tarabulsy, G. M. (2005). Attachment state of mind, learning dispositions, and academic
performance during the college transition. Developmental Psychology 41 (1), 281-289.
Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques.
Newbury Park, CA: Sage.
Trice, A. D. (2002). First semester college students’ email to parents: Frequency and content related to parenting style.
College Student Journal 36 (3), 327-334.
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