Title
College students’ individual Internet and technology use and communication technology use with parents.
Abstract
College students are known heavy Internet and technology users, though little is
known specifically about the newer technologies students are using and how Internet and
technology use differs by student and parent demographics. The current study aimed to
describe college students’ Internet and other technology use, specifically students’
frequency of online access from various locations, students’ technological device use,
and students’ frequency of doing various online activities. As connection to parents is
related to college student adjustment, the current study also provides descriptive
information about the frequency with which college students use communication
technology to communicate with parents and explores how it is related to parent-student
relationship quality. Lastly, the relationships between method of communication and
reason for communication with parents are examined. Data were collected from college
students across the United States using an online survey (N = 390).
Results indicate that college students’ Internet and technology use does vary by
student and parent factors, particularly student gender and student race. Results also
reveal that students are using communication technology to communicate with parents. Frequency of communication with parents on the phone was the most important factor
related to parent-student relationship quality. This information can be used to assist
student affairs professionals and parents better understand the role of technology in
college students’ lives, and particularly for maintaining the parent-student relationship.
Description
University of Minnesota M.A. thesis. May 2011. Major: Family social science. Advisor: Jodi Dworkin, PhD. 1 computer file (PDF); vi, 128 pages, appendix p. 64-128.
Suggested Citation
Connell, Jessica Hoyt.
(2011).
College students’ individual Internet and technology use and communication technology use with parents..
Retrieved from the University of Minnesota Digital Conservancy,
https://hdl.handle.net/11299/109023.