First Year Students’ Views of First Year Students’ Views of Support from Parents, Support from Parents, Friends, and Campus Friends, and Campus

PersonnelPersonnel

Dr. Sandy Bell, Dr. Jennifer Lease Butts, and Dr. Sue A. SaundersDr. Sandy Bell, Dr. Jennifer Lease Butts, and Dr. Sue A. Saunders

First-Year Students Research SymposiumFirst-Year Students Research SymposiumUniversity of ConnecticutUniversity of Connecticut

September 26, 2008September 26, 2008

Purpose of the StudyPurpose of the Study

To understand whom first-year students To understand whom first-year students turn to for advice and support as they make turn to for advice and support as they make the transition to collegethe transition to college Whom do students identify as supportive assets Whom do students identify as supportive assets

in their transition?in their transition? To what degree are these people seen as To what degree are these people seen as

supportive?supportive? To clarify the roles that parents and friends To clarify the roles that parents and friends

play in the transition of today’s college play in the transition of today’s college studentsstudents

Review of the LiteratureReview of the Literature

Schlossberg’s transition theory (1995) – Schlossberg’s transition theory (1995) – situation, self, support and strategiessituation, self, support and strategies

Supportive campus environment as a Supportive campus environment as a predictor of retention and success (Kuh & predictor of retention and success (Kuh & Hu, 2001; Pascarella & Terenzini, 2005)Hu, 2001; Pascarella & Terenzini, 2005)

Peer leaders can enhance the transition for Peer leaders can enhance the transition for first-year students (Carns, Carns, & Wright, first-year students (Carns, Carns, & Wright, 1993; Kuh, Kinzie, Schuh, & Whitt, 2005)1993; Kuh, Kinzie, Schuh, & Whitt, 2005)

HERI report on connection between college HERI report on connection between college students and parents (Pryor, Hurtado, students and parents (Pryor, Hurtado, Sharkness, & Korn, 2007)Sharkness, & Korn, 2007)

MethodsMethods

SampleSample Approximately 2700 students enrolled in FYE Approximately 2700 students enrolled in FYE

courses during the fall of 2006courses during the fall of 2006 607 responded to the on-line survey, 607 responded to the on-line survey,

representing 22.5% of the target populationrepresenting 22.5% of the target population 61% female61% female 89% lived on campus89% lived on campus 21% were members of the Honors Program21% were members of the Honors Program 18% lived in a First-Year Learning Community18% lived in a First-Year Learning Community 33% had not declared a major33% had not declared a major

MethodsMethods On-line SurveyOn-line Survey

Students identified whom they regarded as the Students identified whom they regarded as the first, second, and third most supportive first, second, and third most supportive individuals in their transitionindividuals in their transition

Students rated the degree of support they Students rated the degree of support they received from six different types of individuals received from six different types of individuals on an 11-point scale(0 = not at all supporting, 5 on an 11-point scale(0 = not at all supporting, 5 = somewhat supportive, 10 = extremely = somewhat supportive, 10 = extremely supportive)supportive)

Data analyses included descriptive statistics, Data analyses included descriptive statistics, non-parametric tests, correlations, and effect non-parametric tests, correlations, and effect size calculations to identify group differences size calculations to identify group differences and relationships between demographic and relationships between demographic variables and perceptions of supportvariables and perceptions of support

Survey options for 1Survey options for 1stst, 2, 2ndnd, and 3, and 3rdrd most most supportive persons in college transitionsupportive persons in college transition

• Parents or Guardians• Brothers or Sisters• Friend from home• Mentor from home (such as teacher, coach, community leader)• Friend from the University• FYE course Faculty or Staff• FYE course Peer Mentor or Facilitator• Faculty in course other than FYE course• Staff member (such as Hall Director)• Academic Advisor• Community Assistant• Other peer leader (such as Cultural Center Mentor)• Other (please specify _______________________

ResultsResultsFigure 1 – Most supportive personsFigure 1 – Most supportive persons

ResultsResultsPerceptions of Home versus Campus Supports Number of times Home supports or Campus supports

selected as first, second, or third most supportive (n = 463-476)

ResultsResultsPerceived Level of Support from Six Types of Persons

(scale 0-10) (n = 558-601)

ResultsResults Group DifferencesGroup Differences

Overall, homogeneity in student perceptions Overall, homogeneity in student perceptions resulted in few group differencesresulted in few group differences

Compared to males, females rated higher Compared to males, females rated higher support from home friendssupport from home friends

Compared to off-campus students, students Compared to off-campus students, students living on-campus rated higher support from living on-campus rated higher support from home friends and campus peer leadershome friends and campus peer leaders

Compared to non-FYLC students, students Compared to non-FYLC students, students living in FYLC’s rated higher support from living in FYLC’s rated higher support from parents and peer leadersparents and peer leaders

Effect size for all group differences was Effect size for all group differences was medium-smallmedium-small

ImplicationsImplications

Parents are a primary source of Parents are a primary source of support for most studentssupport for most students

Students develop very quickly support Students develop very quickly support networks with peers on campusnetworks with peers on campus

Campus community can help Campus community can help encourage healthy behavior and a encourage healthy behavior and a supportive environmentsupportive environment

Mental models for working with Mental models for working with parents may need to changeparents may need to change

Questions?Questions?

Questions about the methodologyQuestions about the methodology Questions about the findingsQuestions about the findings Discussion forthcoming on Discussion forthcoming on

implications and recommendations implications and recommendations for practicefor practice