Parental Involvement with College Students in Germany, Hong Kong, Korea, and the United States.
Rates of college attendance have increased throughout the world. This study asked whether students across nations experience high involvement with parents (frequent contact and support) and how satisfied they are with parental involvement. College students from four major Western and Asian economies participated: Germany (n= 458), Hong Kong (n= 276), Korea (n= 257), and the United States (n= 310). Consistent with solidarity theory, students across nations reported frequent contact with parents and receiving several forms of social support (e.g., practical, emotional, and advice) every month. Multilevel models revealed Asian students received more frequent parental support than German or US students, but were less satisfied with that support. Students in Hong Kong resided with parents more often and gave more support to parents than students in other cultures. Discussion focuses on cultural (i.e., filial obligation) and structural (i.e., coresidence) factors explaining parental involvement.
Department of Human Development and Family Sciences, The University of Texas at Austin.
Karen L
KL
Fingerman
Department of Human Development and Family Sciences, The University of Texas at Austin.
Yen-Pi
YP
Cheng
Department of Human Development and Family Sciences, The University of Texas at Austin.
Kyungmin
K
Kim
Department of Psychology, The Chinese University of Hong Kong.
Helene H
HH
Fung
Department of Child Development and Family Studies, Seoul National University.
Gyounghae
G
Han
Institute of Psychogerontology, University of Erlangen-Nuremberg.
Frieder R
FR
Lang
University College of Yonsei, Yonsei University.
Wonkyung
W
Lee
Department of Psychology, Humboldt University.
Jenny
J
Wagner
college student; education; emerging adulthood; parent child relationship; social support; solidarity theory; young adult