The Relationship among Parenting Styles Experienced during Childhood, Anxiety, Motivation, and Academic Success in College Students

Abstract

The current study examined the relationships among parenting styles experienced in childhood, anxiety, motivation, and academic success in college students. Results suggested that fathers' authoritative parenting was related to decreases, whereas mothers' authoritarian parenting was related to increases, in college students' anxiety. Further, mothers' and fathers' authoritative parenting, mothers' authoritarian parenting, and college students' anxiety and motivation were related to college students' grade point averages. In addition, college students' motivation served a mediational role in the relationship between their anxiety and grade point averages. Results suggested that college students may be more likely to experience improvements in their academic performance with interventions that address college students' perceptions of the parenting that they received during their childhood, their anxiety, and their motivation to do well academically. The role of such interventions deserves to be studied further.

The Influence of Parental Autonomy-Support on Cognitive Self-Reliance of Senior Secondary School Students

“…Such a finding supported earlier works of Bean et al (2006), Milevsky et al (2006) and Silva et al (2007) where parenting was measured separately for each parent. However, studies conducted by Margolin et al (2001) and McHale et al (2002) demonstrated the need to conceptualise parenting as interdependent concept where relationship between mothers' and fathers' parenting practices were presented as an important contribution to children's functioning, perhaps more important than the individual contributions of mothers' or fathers' parenting styles.…”

“…Hence, it is necessary to understand that both parents are equally important and have a role to play in supporting their children autonomy and self-reliance. The necessity to conceptualise parenting style from gender perspectives was as well suggested by Silva et al (2007) who was of opinion that students' cognitive skills could be improved with the interventions that address maternal and paternal parenting styles separately. However, in the study of Simons and Conger (2007), it was stated that researchers often examined the parenting of mothers and assumed that fathers' parenting is the same as mothers'.…”

A Structural Equation Modeling Approach to the Study of Stress and Psychological Adjustment in Emerging Adults

“…For example, as many as 92% of college students who are identified as mildly to moderately depressed may show evidence of academic impairment [3]. Similarly, a negative relationship exists between college students' experience of anxiety and their college grade point averages [21]. Thus, the connection between stress and emerging adults' adjustment, particularly for those who are pursuing college education, is apparent; however, those variables that may help to explain the relationship between stress and adjustment deserves attention.…”

Modelo clínico de estilos parentais de Jeffrey Young: revisão da literatura

“…Isso explica, hipoteticamente, por que o uso de práticas idênticas, por famílias de estilos distintos, gera diferentes resultados nos comportamentos da criança e do adolescente (Darling e Steinberg, 1993). Apesar de pesquisas confi rmarem a relação entre os estilos, práticas e os comportamentos na infância e na adolescência (veja, por exemplo, Cuarati-Burgio, 2001;Silva et al, 2007), não foi encontrado nenhum estudo empírico, nos bancos PsycINFO e Web of Science -até o ano de 2009 -, que confi rme a dinâmica apresentada por Darling e Steinberg (1993).…”

“…Essas investigações têm associado, por um lado, os estilos parentais a diversas características psicopatológicos, tais como transtornos alimentares e sobrepeso (Haslam et al, 2008;Rhee et al, 2006), uso de drogas (Castrucci e Gerlach, 2006;Choquet et al, 2008;Tucker et al, 2008), ansiedade e depressão (Choquet et al, 2008;Dwairy, 2004;Silva et al, 2007) e traços de personalidade desadaptados (Yu et al, 2007). Por outro lado, há estudos que apontam para relações entre os estilos e aspectos positivos do desenvolvimento, como resiliência e coping (Cuarati-Burgio, 2001; Nij hof e Engels, 2007), qualidade de vida (Zimmermann et al, 2008), alimentação saudável (Arredondo et al, 2006) e desempenho acadêmico (Boon, 2007;Spera, 2006).…”