Matching Items (2)
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- All Subjects: College students--Psychology.
- Creators: Chong, Shiqin Stephanie
Description
This study described the multimodal communication patterns of college students and their parents, and examined how face-to-face and mediated communication frequencies relate to parental idealization and relational quality. Undergraduate students (N = 678) completed an online survey that assessed indicators of idealization (idealistic distortion and positive affect thinking), relational quality (relational/communication satisfaction, and relational closeness), and the frequency of face-to-face and mediated parental communication. Results indicated that average college students communicate with their primary parent 23 times per week, mostly via phone calls, text messaging, and face-to-face interaction. The frequency of mediated communication was positively related to both indicators of idealization and both indicators of relational quality. Moreover, idealization partially mediated the relationship between mediated communication frequency and relational quality. The frequency of face-to-face communication was inversely related to positive affect thinking. Indirect effects were also detected, such that face-to-face communication was negatively related to both indicators of relational quality as a function of positive affect thinking. Finally, this study examined whether students experience different levels of parental idealization and relational quality depending on whether their parent is geographically close or geographically distant, and whether they reside with their parent. Results indicated that students who live geographically distant from their parent experienced greater levels of idealization and relational quality than did student who live geographically close to yet separate from their parent, who reported greater levels of idealization and relational quality than students who live with their parent. These results were interpreted using concepts from interpersonal, family, and computer-mediated communication. Limitations and directions for future research were discussed.
ContributorsBryant, Erin M (Author) / Ramirez Jr., Artemio (Thesis advisor) / Floyd, Kory (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2012
Description
The relation of stigma to help-seeking attitudes and intentions and how these relations differed across cultures for American students, East Asian, and South Asian international students, were the focus of this study. Previous researchers had found that not seeking professional psychological help when needed was prevalent for both American and international students. Stigma has been found to be a salient factor in influencing attitudes of individuals and may prevent individuals from getting the help they need. Both public and self-stigma were utilized to predict attitudes and intentions to seek psychological help in a sample of 806 students. Structural equation modeling analyses were conducted to assess the relationships in how self-stigma, public stigma, attitudes toward counseling and intentions to seek counseling will interplay for American, East Asian and South Asian international students, further expanding on previous help-seeking model (Vogel et al., 2007). Results indicated differences in factor structure of scales for the groups, and new factors were identified. With the new factors derived, different models of help-seeking intentions were established for each group, and distinct relations among the factors were explained. Furthermore, implications for future studies and clinical relevance were highlighted.
ContributorsChong, Shiqin Stephanie (Author) / Tracey, Terence J. (Thesis advisor) / Tran, Giac-Thao T (Committee member) / Kurpius, Sharon E (Committee member) / Arizona State University (Publisher)
Created2015