TY - JOUR
T1 - Parent–student relational turbulence, support processes, and mental health during the COVID-19 pandemic
AU - Worley, Timothy R.
AU - Mucci-Ferris, Madison
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was conducted while Dr. Worley was affiliated with the Pennsylvania State University and supported by a Faculty Research Grant from the Penn State Department of Communication Arts and Sciences.
Publisher Copyright:
© The Author(s) 2021.
PY - 2021/10
Y1 - 2021/10
N2 - In Spring 2020, the COVID-19 pandemic introduced unexpected transitions for college students and their families. Informed by Relational Turbulence Theory, we examined associations among relational turbulence processes in students’ relationships with parents, social support seeking and reception, and mental health. Seven hundred forty-seven college students living at home with a parent completed an online survey during June 2020. Students’ self uncertainty, interference from parents, and relational turbulence were negatively associated with their support seeking and perceptions of support from parents, whereas facilitation from parents predicted increased support seeking and perceptions of support. In turn, support seeking and perceived support were negatively associated with students’ anxiety, depression, and stress. Finally, support processes mediated the association of turbulence with depression.
AB - In Spring 2020, the COVID-19 pandemic introduced unexpected transitions for college students and their families. Informed by Relational Turbulence Theory, we examined associations among relational turbulence processes in students’ relationships with parents, social support seeking and reception, and mental health. Seven hundred forty-seven college students living at home with a parent completed an online survey during June 2020. Students’ self uncertainty, interference from parents, and relational turbulence were negatively associated with their support seeking and perceptions of support from parents, whereas facilitation from parents predicted increased support seeking and perceptions of support. In turn, support seeking and perceived support were negatively associated with students’ anxiety, depression, and stress. Finally, support processes mediated the association of turbulence with depression.
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U2 - 10.1177/02654075211041658
DO - 10.1177/02654075211041658
M3 - Article
AN - SCOPUS:85116259747
SN - 0265-4075
VL - 38
SP - 3010
EP - 3032
JO - Journal of Social and Personal Relationships
JF - Journal of Social and Personal Relationships
IS - 10
ER -
