Communication Patterns Between University Students and Parents in the Context of The Academic Process
DOI:
https://doi.org/10.46961/mediasi.v7i3.2085Keywords:
Family Communication, University Students, Parents, Higher Education, Academic ProcessAbstract
This study aims to describe the patterns of communication between university students and their parents within the context of the academic process at Universitas Tama Jagakarsa. Employing a qualitative approach through in-depth interviews with 30 students from six different faculties, the study examines five principal aspects: communication patterns, message content, parental support, communication barriers, as well as students’ perceptions and expectations. The analysis is grounded in the theories of family communication, interpersonal communication, and Social Penetration Theory. The findings reveal that communication patterns vary in both frequency, ranging from daily interactions to infrequent exchanges, and modes of communication, including face-to-face conversations, text messaging, and video calls. The content of communication predominantly revolves around academic activities, campus experiences, and daily life matters. Parental support is found to be consistent, particularly in emotional and instrumental forms, contributing significantly to students’ motivation and overall well-being. Communication barriers are relatively minimal and are primarily associated with parents’ occupational commitments or differences in opinion; however, such challenges can generally be resolved by identifying appropriate opportunities for communication. Students perceive communication with their parents as highly important, serving as a source of motivation, emotional support, and psychological stability. Their primary expectation is that parents develop a broader understanding of campus life dynamics, encompassing not only academic responsibilities but also personal development and social adaptation. Overall, the study demonstrates that open and supportive family communication plays a significant role in fostering students’ academic achievement and emotional well-being during the phase of emerging adulthood.
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