Applying the Family Fundamental Interpersonal Relations Orientation Model to the Study of First-Generation College Students

The present study aimed to address gaps in the first-generation college students (FGCS) literature by taking a strengths-based approach and integrating the Family Fundamental Interpersonal Relations Orientation (FIRO) Model. Specifically, we explored how family inclusion (connectedness, shared meaning, structure), intimacy, and control impact FGCS well-being (depression and anxiety), support seeking from family, and providing support to family. Family is defined as any person students believe to be family, familia, or kin (this person did not have to be biologically related and could include a friend, coach, or mentor.) FGCS (N = 345) participated in an online survey. Participants (Mage = 24.67) represented 44 states (61.1% female; 49.9% White; 91% attended a four-year institution). Control was not related to help and support-seeking behaviors but was significantly associated with feelings of depression and anxiety. Inclusion connectedness and inclusion shared meaning were positively associated with providing support to families and receiving family support. Intimacy was negatively associated with depression and anxiety. Results contribute to a better understanding of the strengths FGCS brings to the college experience; specific implications for universities are considered.