Jinyoung Koh, Susan P. Farruggia, Nicole Perez and Julienne Palbusa
This study investigated whether family−school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher…
Abstract
Purpose
This study investigated whether family−school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher education. The authors aim to hypothesize that the direct and indirect effects would vary by race/ethnicity.
Design/methodology/approach
Participants were 1,872 incoming first-year female students from a large, racially/ethnically diverse urban public university. They were classified into four racial/ethnic groups: 22% Asian American (n = 403), 11% Black (n = 209), 46% Latina (n = 865), and 21% White (n = 395). Data were collected from institutional records and an online student pre-matriculation survey. Multigroup structural equation modeling (SEM) was performed to explore the structural relations among key variables.
Findings
Family−school conflict was negatively associated with help-seeking in all racial/ethnic groups, whereas family−school conflict was negatively associated with time management only for Latina students. In addition, family−school conflict indirectly predicted time management and help-seeking through increased emotion regulation, particularly among Latina students.
Originality/value
In considering racial heterogeneity, the results showed the importance of analyzing racial/ethnic groups separately to obtain more accurate information on self-regulation mechanisms in family−school conflict contexts.