George, Madeleine Josephine
Duke Dissertations
This study contributes to the existing literature by 1) describing students’ daily in-person and virtual communication with parents during the beginning of college, 2) examining whether students’ daily virtual parental communication is associated with their same-day wellbeing, 3) testing whether daily virtual communication (i.e., enacted support) buffers daily responses to stressors, 4) examining the specificity of parental support (versus other sources of support), and 5) exploring whether the strength of students’ parental relationships (i.e., perceived support) is associated with students’ ‘reactivity’ to daily stressors. This dissertation consists of three studies that used daily assessments (i.e., ecological momentary assessments: EMA) and experimental manipulation to understand the momentary interplay between exposure to stressors, parent-child virtual communication, and students’ wellbeing during the transition to college.