Impact of Communication on Parents\u27 and First Year College Students\u27 Ratings of Student Academic, Emotional, and Social Adjustment

This study explored the effects of parents\u27 and students\u27 communication patterns on students\u27 social, emotional, and academic adjustment to college. It matched 118 pairs of parents and students (n = 236) and asked them to report their frequency and mode of communication, as well as the first-year students\u27 perceived adjustment to college. The results indicate that on average, parents and students communicate weekly, most often through text messaging. Parents tend to overestimate how well their student has adjusted to college, and asynchronous methods of communication such as texting or e-mail are more frequently positively associated with students\u27 self-reported emotional and social adjustment, whereas real-time communication methods such as phone calls, video chats (Skype), and in-person visits are negatively associated with students\u27 self-reported academic and social adjustment. Models of parent-reported student adjustment indicate that parents perceive their communication efforts as more instrumental to student adjustment than do students

Impact of Communication on Parents\u27 and First Year College Students\u27 Ratings of Student Academic, Emotional, and Social Adjustment

This study explored the effects of parents\u27 and students\u27 communication patterns on students\u27 social, emotional, and academic adjustment to college. It matched 118 pairs of parents and students (n = 236) and asked them to report their frequency and mode of communication, as well as the first-year students\u27 perceived adjustment to college. The results indicate that on average, parents and students communicate weekly, most often through text messaging. Parents tend to overestimate how well their student has adjusted to college, and asynchronous methods of communication such as texting or e-mail are more frequently positively associated with students\u27 self-reported emotional and social adjustment, whereas real-time communication methods such as phone calls, video chats (Skype), and in-person visits are negatively associated with students\u27 self-reported academic and social adjustment. Models of parent-reported student adjustment indicate that parents perceive their communication efforts as more instrumental to student adjustment than do students

Where are All the Happy Stories? The Role of Positive Stories in Teaching and Curriculum Design

As a discipline, sociology focuses more on pathology than success. Happiness was a key component of early theorists’ work yet dropped out of mainstream sociology as C. Wright Mills’ understanding of the sociological imagination took hold. It is time to rebalance our curriculum by adding courses that focus on social successes instead of social pathologies and adding stories to our traditional curriculum that show real examples of positive social movements and highlight social organizations that improve society. Yet simply making curricular changes is not sufficient to prepare students to make significant changes in society. Through pedagogical techniques, we can create a positive classroom where positive emotions within and among students are fostered. The development of positive emotions builds lasting, cognitive, social and physical resources students can use to tackle tough social issues. Ever since Martin Seligman brought positive psychology to the forefront, psychologists, business leaders, and others have paid more attention to the role that positivity plays in our work and personal lives and the ways in which it increases resilience, creativity, and mental health. Positive psychology challenged psychologists to not only study the problems of individuals but also to analyze their successes. Sociology also has a history of studying social problems. Our curriculum is full of courses that focus on social pathologies. We need to balance our curriculum by intentionally adding positive content to the core curriculum. All of us who teach need to develop a positive pedagogy. I believe that making these curricular and pedagogical changes will energize rather than overwhelm our students. There are many important social issues that will be better addressed by enthusiastic, creative, hopeful students who experience this shift in our discipline