First Years Away From Home: Predictors of Engagement in a Self-Directed Prevention Handbook for Caregivers of Transitioning College Students

Abstract

Caregiver and teen engagement in prevention programs is critical for positive outcomes, but barriers may reduce participation for those who may benefit most. Self-directed programs can reduce some barriers, but little research exists on predictors of engagement in these programs, especially those aimed at college-age youth and their caregivers. This paper describes engagement in a self-administered, paper handbook-based preventive intervention for students leaving home for their first year of college. Data are from the First Years Away from Home randomized controlled trial study. We measured four engagement outcomes: caregiver-reported initiation, caregiver- and student-reported dose, and caregiver-reported student engagement. Aim 1 was to describe caregiver and student engagement in the intervention; Aim 2 was to examine four categories of engagement predictors measured at baseline: sociodemographic, student, and caregiver factors, and caregiver–student relationship quality. Caregivers and students reported engaging with intervention materials, with 80% of caregivers and 77% of students reporting some handbook use. Most caregivers reported students as moderately to highly engaged. Some positive predictors of engagement outcomes included a positive caregiver–student relationship, greater student well-being, and caregiver disapproval of substance use. However, some were less engaged: risk factors for lower engagement included minoritized ethnicity status, student substance use, first-generation college student status, and students with poorer well-being and less positive relationships with their caregiver. Future work should examine ways to better engage families of students who may be entering college with higher levels of risk when creating and implementing interventions aimed at this developmental period.