Emerging Adult-Sibling Relationships: Closeness, Communication, and Well-being

University of Minnesota M.A. thesis. May 2018. Major: Family Social Science. Advisor: Jodi Dworkin. 1 computer file (PDF); vi, 48 pages.In the current study, we examined the relationships between well-being, sibling closeness, and sibling communication to address several gaps in the literature. Extending the concepts and assumptions of social exchange theory, the goal of this study was to determine if well-being moderates the relationship between communication and perceived sibling closeness. This study utilized a subsample (n=236) of participants from a larger sample of emerging adults. Surveys were collected through Amazon’s Mechanical Turk and participants were compensated $0.50 for their time. Hierarchal multiple regression was used and analyses were run using IBM SPSS Statistics 23. The dataset was evaluated for compliance with linear regression assumptions. Results found that neither emotional, psychological, nor social well-being moderated the relationship between sibling communication and sibling closeness. However, associations between sibling communication and sibling closeness were statistically significant in the full model. Male-female gender dyads, as well as the race Asian, were found to be statistically significant. Results suggested male-female gender dyads were more likely to be close and those who identified as Asian as less likely to be close to their siblings. Limitations and future research are considered

Siblings as a Context for Positive Development: Closeness, Communication, and Well-Being

To address a gap in the literature we examined sibling relationships as a context for positive development. Specifically, the relationships between individual well-being, sibling closeness, and frequency of sibling communication were explored. The goal of this study was to determine whether individual well-being moderated the relationship between frequency of sibling communication and perceived sibling closeness. Participants included a subsample (n = 236) of youth from a larger study who reported having at least one sibling. Data were collected through Amazon’s Mechanical Turk. Hierarchical multiple regression analyses revealed that associations between frequency of sibling communication and sibling closeness were statistically significant, sibling communication and closeness were highly correlated, regardless of individual differences. Neither emotional, psychological, nor social well-being moderated the relationship between frequency of sibling communication and sibling closeness. Limitations and future directions are considered

Late Adolescents’ Texting Experiences with Family: Mixed-Method Analysis for Understanding Themes and Sentiments

(1) Background: Texting is a prevalent communication method between late adolescents and their families that has implications for their relationships and well-being. This study used mixed-method analysis to understand what late adolescents, specifically college students, text their families about (i.e., themes), and how they feel about their family texting experiences (i.e., sentiments). (2) Methods: Our analyses used text transcripts of semi-structured individual interviews from 19 college students (aged 18–22 years, 13 female, 10 students of color), with 357 sentences/passages coded in total. (3) Results: Inductive content analysis revealed four themes: emotional support, relationship maintenance, conflict, and difficult conversations. Quantitative sentiment analysis revealed the highest level of positive sentiment attached to emotional support, and the highest level of negative sentiment attached to difficult conversations. The interviews that covered more conflict-based themes tended to have higher positive and negative sentiments. Differences between participants texting with their mothers and fathers were also revealed. (4) Conclusions: This research advances the understanding, in terms of both content and emotions, of the texting interactions with family members among late adolescents, along with providing methodological contributions, by highlighting the utility of the mixed-method analysis of interview data

U Connect Kentucky – Year 3 Evaluation Report, Fall 2016-Spring 2017

This is a summary report from the U Connect program's implementation in Kentucky during the third year of the grant, fall 2016-spring 2017. This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.U Connect uses a three state model that addresses the critical concerns of middle school aged children in historically vulnerable and marginalized populations. It is a collaboration between three institutions: University of Minnesota, Kentucky State University, andTennessee State University. U Connect is a comprehensive program based on the Check & Connect framework developed at the University of Minnesota’s Institute on Community Integration with program enhancements from STEM education, nutrition education, and parent engagement. Primary outcomes from U Connect include: 1) Promotion of physical and psychological well-being. Creation of opportunities for youth, families, and community center staff to develop supportive relationships, 2) Demonstration and modeling of positive social norms, and 3) Creation of a safe place of inclusion that supports empowerment and skill building. Young people who participate will improve their pro-social behaviors at school, including attendance, personal behavior, academic performance, and engagement in school and within the after school program. Long term, this will provide youth with what they need to graduate high school, and graduate with sufficient skills for postsecondary education and/or employment. Also, parents will cultivate a home environment conductive for young people’s academic success. This is a summary report from the program's implementation in Kentucky during the third year of the grant, fall 2016-spring 2017

U Connect Tennessee – Year 3 Evaluation Report, Fall 2016-Spring 2017

This is a summary report from the U Connect program's implementation in Tennessee during the third of the grant, Fall 2016-Spring 2017. This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.U Connect uses a three state model that addresses the critical concerns of middle school aged children in historically vulnerable and marginalized populations. It is a collaboration between three institutions: University of Minnesota, Kentucky State University, andTennessee State University. U Connect is a comprehensive program based on the Check & Connect framework developed at the University of Minnesota’s Institute on Community Integration with program enhancements from STEM education, nutrition education, and parent engagement. Primary outcomes from U Connect include: 1) Promotion of physical and psychological well-being. Creation of opportunities for youth, families, and community center staff to develop supportive relationships, 2) Demonstration and modeling of positive social norms, and 3) Creation of a safe place of inclusion that supports empowerment and skill building. Young people who participate will improve their pro-social behaviors at school, including attendance, personal behavior, academic performance, and engagement in school and within the after school program. Long term, this will provide youth with what they need to graduate high school, and graduate with sufficient skills for postsecondary education and/or employment. Also, parents will cultivate a home environment conductive for young people’s academic success. This is a summary report from the program's implementation in Tennessee during the third of the grant, Fall 2016-Spring 2017

College students, texting, and family: “The only way we can goof off and be [family]… because we don’t see each other often.”

Faculty advisor: Dr. Jodi Dworki