Understanding the Experiences of Student-Parents Pursuing Higher Education
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Iris Repollet
College:
College of Liberal Arts
Major:
Psychology
Faculty Research Advisor(s):
Franklin Turner, Jennifer Block-Lerner
Abstract:
Psychological Flexibility and Other Predictors of Satisfaction With Life in Student-Parents
Pursuing Higher Education
Abstract
This research explores the challenges faced by student-parents enrolled at a 4-year national institution and examines processes relevant to their satisfaction with life. The presence of “non-traditional” student-parents in higher education is increasing, consisting of approximately 15% of the student body in 4-year institutions (Gault et al., 2018). More than 50% of non-traditional student parents face challenges that hinder their pursuit in higher education and degree attainment (Ho & Wei, 2011). In this proposed study, we will recruit a sample of student-parent undergraduates. There are two aims of the study. The first is to describe the experiences of college students who are also parents. Specifically, we are interested in the stressors and emotions that student-parents experience, how they relate to their emotional experiences, and their overall satisfaction with their lives. The second aim is to examine whether psychological flexibility moderates the association between the stressors student parents experience and their satisfaction with life. The first aim of the study is descriptive. We will report on the frequency of stressors, and means and standard deviations with regard to emotions and ways of relating to those emotions (i.e., with regard to psychological flexibility and self-compassion). With regard to the second aim, our hypothesis is that psychological flexibility will moderate the association between stressors and satisfaction with life in student parents. The research design is a cross-sectional survey. By amplifying student-parents’ voices and sharing their experiences and relevant processes, researchers can inform policy decisions, shape institutional support structures, and develop targeted interventions that facilitate the academic advancement and foster the well-being of student-parents in higher education.