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.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Higher Education Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Bonne, Jacob, "Investigating How First-Year College Students Use Smartphones to Receive Parental Support" (2020). Electronic Theses and Dissertations, 2020-. 332.