Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
This mixed-methods study identified college student self-perceptions of readiness for independent adult living in key occupational performance areas. Results from quantitative online surveys and qualitative open-ended interviews showed that college students may benefit from training in home management, financial education, and broader exposure to government issues. College-age clients receiving OT services may also benefit from this as part of the OT intervention program.
Primary Author and Speaker: Grace Fisher
Additional Authors and Speakers: Keri Bremigen, Stephanie Giardina, Jessica Lane, and Syrena Riley
BACKGROUND: Parental priorities have shifted toward a focus on higher education and away from teaching children advanced skills essential for adult living. Many school districts have cut important personal development programs in middle and high schools due to financial restrictions, including home economics and consumer science classes (Danovich, 2018). The focus of many of today's college students is academics and workforce preparation (Venezia & Jaeger, 2013). As a result, many young adults may not be prepared to perform the more complex activities of daily living (ADL) and instrumental activities of daily living (IADL) required for life independence.
PURPOSE: This study's purpose was to determine college student self-perceptions of their own readiness for adult living as it relates to home management, finance, and politics/citizenship.
DESIGN: Institutional Review Board approval was obtained at the researchers' university. This mixed-method study used a quantitative descriptive online survey and qualitative open-ended interviews. The online survey consisted of 39 multiple choice, Likert scale, and yes/no questions on home management, finance, and politics/citizenship. The interview consisted of 27 open-ended questions. Participants were a convenience sample of undergraduate students enrolled at the researchers' university.
METHOD: Online survey data were collected anonymously via Google Forms. At the end of the survey, there was an option to email the researchers privately if the person was willing to volunteer for the interview. Interviews were recorded and transcribed verbatim.
RESULTS: SURVEY—Analysis of survey findings from the 145 respondents, who ranged in age from 18 - 24 years, showed a need to enhance college students' knowledge and occupational performance in home and financial management, as well as to provide greater exposure to political issues and government function. They indicated a need for advice on maintaining cleanliness of the home and food safety, as well as help managing finances, including paying bills, taking out loans, filing taxes, and obtaining insurance and retirement plans. The college students demonstrated understanding of the basic principles of politics, however, some expressed the feeling that their vote did not matter and stated their dissatisfaction with the influence of the media on politics. INTERVIEWS— Interview findings largely substantiated survey results, however, content analysis of the responses from the 28 interviewees indicated many felt they could successfully perform home management skills, as the college students who were already living independently were confident in this area. Although the interviewees felt they had some knowledge about finance, many received assistance from parents or others to appropriately manage such, and said they would need financial advice as they enter the adult world. For politics and citizenship, the college students were largely dependent on the news media for information on politics and expressed not knowing how various facets of the government work.
CONCLUSION: Today's Generation Z college students have had a unique set of experiences (Dimock, 2019). Different methods may be needed for them to learn life skills needed for optimal adulthood. Mohr (2017) recommended offering freedom and choices, promoting information literacy, presenting real-life application, and establishing trust (pp. 90-93). Parents, teachers, and educational institutions are encouraged to consider ways to build college students' knowledge and living skills, including proficiency in home management, finance, and political aspects of life. For best OT practice, practitioners are advised to address these areas when providing intervention to young adult clients.
References
Danovich, T. (2018). Despite a revamped focus on real-life skills, ‘home ec' classes fade away. Retrieved from https://www.npr.org/sections/thesalt/2018/06/14/618329461/despite-a-revamped -focus-on-real-life-skills-home-ec-classes-fade-away
Dimock, M. (2019). Defining generations: Where millennials end and generation z begins. Retrieved from https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end -and-generation-z-begins/
Mohr, K. A. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 9. https://doi.org/10.15142/T3M05T
Venezia, A. & Jaeger, L. (2013). Transitions from high school to college. Future Child, 23, 117-136. Retrieved from https://files.eric.ed.gov/fulltext/EJ1015237.pdf
