Investigation of communicative-monitoring behaviors of parents of native and non-native students and its impact on their academic-social status مقاله

چکیده:

The aim of the present article—as a national research—is to investigate the impact of parental communicative and monitoring behavior on the academic-social status of native and non-native students in various Iranian universities. A total of 2,636 individuals, consisting of 1,318 single undergraduate students from Shahid Beheshti, Tabriz, Isfahan, Shahrekord, and Gilan universities (public comprehensive universities under the Ministry of Science, Research and Technology across five educational groups) and 1,318 respondents (a parent or one of the individuals living with the student as a primary caregiver), were selected using purposive sampling. The selection criteria were academic progress and social adaptation to the university environment; within this framework, among the students, 421 disciplinary committee students and 245 equivalent to the disciplinary committee were selected. Then, both members of the participating families (the student and the responding parent) separately completed scales measuring the quality of family communication and the level of parental monitoring. The research findings were analyzed using statistical methods, including one-way and two-way ANOVA, independent t-test, and k-squared test. Comparison of the reported results showed that the ratio of observed frequency to expected frequency belonging to the disciplinary committee group in non-native students is higher than in native students. Furthermore, the mean scores for communication from the perspective of child and parent, warmth of communication from the parent's perspective, monitoring from the perspective of child and parent, and the necessity of monitoring from the parent's perspective in the native student group were significantly higher compared to non-native students. Additionally, the mean scores of communication variables from the perspective of child and parent, warmth of communication from the parent's perspective, monitoring from the perspective of child and parent, and the necessity of monitoring from the parent's perspective in students whose residence is with their family were significantly higher compared to students living in dormitories. In interpreting the above, potential explanations include the application of attachment theory in adulthood and considering the process of leaving home for university as an unfamiliar situation, leaving one's province and city, moving to a dormitory, and consequently the reduction of parental monitoring and support and the feeling of losing one's most important source of social support, the existence of long distances, and the inability of parents to travel to their children's place of study, resulting in a lack of desirable communication and insufficient control and monitoring over the students' academic and social status.