Abstract
The purpose of this study was to understand how first-year undergraduate college students use smartphones to receive parental support. A conceptual framework was implemented to frame the research and focused on first-year college student transitions and development within the context of parental support. A Phenomenological methodology with semi-structured interviews was implemented which explored the phenomenon from both immersive and holistic perspectives. Seven themes emerged from the analysis: decision-making, academic pathways, autonomy, emotional support, access, safety, and preparation. This study provided two recommendations for practice, including to educate students and parents about parental support and to educate parents about specific student success resources. Parental support is unlikely to stop once college begins, which requires students and parents to devise a strategy to maximize the effectiveness of parental support while also remaining mindful of the potential challenges.
Notes
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Graduation Date
2020
Semester
Fall
Advisor
Cox, Thomas
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership and Higher Education
Degree Program
Educational Leadership; Higher Education Track
Format
application/pdf
Identifier
CFE0008303; DP0023740
URL
https://purls.library.ucf.edu/go/DP0023740
Language
English
Release Date
December 2020
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Bonne, Jacob, "Investigating How First-Year College Students Use Smartphones to Receive Parental Support" (2020). Electronic Theses and Dissertations, 2020-2023. 332.
https://stars.library.ucf.edu/etd2020/332