Communication Frequency and Types of Supportive Messages: A Mixed Methods Approach to Examining Mexican-Origin College Students' Relationships with Their Mothers and Fathers

Autor/in	Alfaro, Edna C.
Titel	Communication Frequency and Types of Supportive Messages: A Mixed Methods Approach to Examining Mexican-Origin College Students' Relationships with Their Mothers and Fathers
Quelle	In: Journal of Hispanic Higher Education, 19 (2020) 1, S.52-68 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192718772663
Schlagwörter	Mexican Americans; Hispanic American Students; Parent Child Relationship; Mothers; Fathers; College Students; Interpersonal Communication; Incidence; Parent Background; Place of Residence; Cultural Background; Academic Achievement; Texas + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Collegestudent; Interpersonale Kommunikation; Vorkommen; Elternhaus; Wohnort; Schulleistung
Abstract	The current study examined communication between Mexican-origin college students (n = 84) and their parents and the supportive messages that students received. Students attend a Hispanic Serving Institution in central Texas. Most students (96.4%) communicated weekly with parents. Females communicated more with their mothers. Relationship quality was positively related to communication with fathers. Parents' supportive messages targeted characteristics of parent-child relationships and noncognitive predictors of academic outcomes. Findings demonstrate that parents are a viable focus for college retention efforts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01