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- Creators: Heywood, William
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
Artists and designers are preparing for rapidly changing and competitive careers in creative fields that require a healthy dose of resiliency to persevere. However, little is known on how students within these fields become more self-efficacious, gritty, situated toward a growth mindset, and persistent over time. This mixed-method action research study investigates how undergraduate arts and design college students approach and navigate perceptions of failure as well as incorporates an intervention course designed to increase their self-efficacy, growth mindset, and academic persistence. Participants were eighteen arts and design students representing a variety of disciplines from an eight-week, one-unit, 300-level course that utilized arts-based methods, mindfulness, and active reflection. After the course, students had significant changes in their self-efficacy and academic persistence as well as moderate significant change in their fixed mindset.
ContributorsWorkmon Larsen, Megan (Author) / Kulinna, Pamela (Thesis advisor) / Henriksen, Danah (Committee member) / Heywood, William (Committee member) / Arizona State University (Publisher)
Created2018