Family-School Conflict and Self-Regulation among Diverse Women in Higher Education

Autor/inn/en	Koh, Jinyoung; Farruggia, Susan P.; Perez, Nicole; Palbusa, Julienne
Titel	Family-School Conflict and Self-Regulation among Diverse Women in Higher Education
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 1, S.51-65 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koh, Jinyoung) ORCID (Farruggia, Susan P.) ORCID (Perez, Nicole) ORCID (Palbusa, Julienne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-01-2021-0039
Schlagwörter	Family School Relationship; Females; Emotional Response; Self Control; College Freshmen; Help Seeking; Student Behavior; Time Management; Hispanic American Students; Asian American Students; African American Students; White Students; Cultural Influences; Family Influence + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Emotionales Verhalten; Selbstbeherrschung; Studienanfänger; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Student behaviour; Schülerverhalten; Zeitmanagement; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Cultural influence; Kultureinfluss
Abstract	Purpose: This study investigated whether family-school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher education. The authors aim to hypothesize that the direct and indirect effects would vary by race/ethnicity. Design/methodology/approach: Participants were 1,872 incoming first-year female students from a large, racially/ethnically diverse urban public university. They were classified into four racial/ethnic groups: 22% Asian American (n = 403), 11% Black (n = 209), 46% Latina (n = 865), and 21% White (n = 395). Data were collected from institutional records and an online student pre-matriculation survey. Multigroup structural equation modeling (SEM) was performed to explore the structural relations among key variables. Findings: Family-school conflict was negatively associated with help-seeking in all racial/ethnic groups, whereas family-school conflict was negatively associated with time management only for Latina students. In addition, family-school conflict indirectly predicted time management and help-seeking through increased emotion regulation, particularly among Latina students. Originality/value: In considering racial heterogeneity, the results showed the importance of analyzing racial/ethnic groups separately to obtain more accurate information on self-regulation mechanisms in family-school conflict contexts. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01