Varying the Frequency of Intentional Communication between Student Affairs Personnel, First-Year Students, and Their Parents

Autor/inn/en	Daniel, S. Kate; Lobdell, Kevin; Springate, Beth; Rayome, Chelsea; Bottoni, Rita; Doerr, Daniel; Saddlemire, John R.; Allen, George J.
Titel	Varying the Frequency of Intentional Communication between Student Affairs Personnel, First-Year Students, and Their Parents
Quelle	In: NASPA Journal, 46 (2009) 2, S.282-300 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5455
Schlagwörter	College Freshmen; Parent School Relationship; Speech Communication; Academic Achievement; Student Personnel Workers; Interpersonal Communication; Student Attitudes; Parent Attitudes; Correlation; Recall (Psychology); Printed Materials; Written Language + Suchen Sie Ihr Suchwort? Studienanfänger; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulleistung; Interpersonale Kommunikation; Schülerverhalten; Elternverhalten; Korrelation; Abberufung; Geschriebene Sprache
Abstract	Higher education administrators are increasingly committed to proactive communication with the parents of their students, but little empirical research exists that demonstrates the effectiveness of such communication. This investigation evaluated the effects of varying frequency of communication by randomly assigning first-year college students and their parents to receive 0, 1, or 4 documents that described activities associated with student success in college and urged them to discuss these activities with one another. Students and parents were then mailed a follow-up survey that assessed their recall regarding how many documents they had received, accuracy of recognition about the content of the documents, and extent of communication about these topics. Results indicated that, for parents, significant linear relationships existed between receipt of more documents, recall of receiving a greater number of mailings, and greater accuracy in recognizing content. Recall and recognition among students, however, were not differentially affected by receiving more documents. For both students and parents, receipt of more documents was not associated with increased frequency of conversations about specific content. Across experimental conditions, parents reported having more frequent conversations with their students than students reported having with their parents. These outcomes suggest that parents, but not their children, are attentive to the content of communications from college administrators, especially when they are sent frequently and within a short time frame. (Contains 5 tables.) (As Provided).
Anmerkungen	NASPA - Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009. Tel: 202-265-7500; Fax: 202-797-1157; Web site: http://www.naspa.org/pubs/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10